- Music
BMus (Hons) — 2024 entry Music
The opportunities for collaboration and creativity are wide and varied on our music course, inspiring and exciting our students across a huge range of styles: from classical to popular, musical theatre to opera, film to jazz, and from the historical through to the present day
Why choose
this course?
Our music course offers training in a huge range of styles from classical and popular, to musical theatre, jazz and contemporary music. You’ll be able to make music on your own and with others, perform in orchestras, choirs and bands, and work with improvisation.
As a performer, you’ll receive free instrumental/vocal lessons, enjoy 24/7 practice room access and the opportunity to take part in regular concerts. As a composer you’ll have access to excellent recording facilities, state of the art Mac labs and many opportunities to showcase your work. All music students benefit from visits by industry professionals, including: performers, composers, promoters, publishers and educators.
Whether you’re interested in performance, composition, music history, analysis or the music industry itself, our experienced staff and vibrant musical community can help unlock your musical potential.
Our award-winning Professional Training placements prepare students for roles in industry.
What you will study
On our course you can take performance and composition in each year. Alongside these, you’ll study music across history and within culture. You’ll develop advanced knowledge of music theory and analysis.
You’ll graduate from our course with a BMus qualification, which denotes a practical emphasis - we use performing and/or composing as the key ways to increase your knowledge of music and develop your musicianship. You’ll learn about music of the past and the present, in both classical and popular styles.
In your final year, you’ll develop a large-scale individual project; this is a good example of the flexible approach you can take to your learning - it can be a substantial written investigation, or a performance or composition project, with complementary writing.
Facilities
Excellent facilities are available for students to use, including edit studios, performance spaces, a self-access computer room, practice rooms and a multichannel synth studio. This space houses the Moog Sound Lab (UK), containing the unique Moog System 55 modular synthesiser as well as premier synthesisers from other major manufacturers.
You will also have access to specialist microphones and mobile recording devices for location recording. Synthesisers and related equipment is also available for loan. The Department houses two Steinway concert grand pianos and a collection of instruments, some of which may be loaned to students.
You’ll have access to a well-stocked audio-visual room, with digital and online listening resources, plus an extensive archive collection of scores, LPs and CDs located in the nearby University Library.
The academic year is divided into two semesters of 15 weeks each. Each semester consists of a period of teaching, revision/directed learning and assessment.
Music topics
At the core of this course are modules you’ll take in each year that we call the ‘Music Project’ and the ‘Topic Study’. To maximise your choice and experience, these change from year to year depending on the member of staff leading them and their individual research strengths and interests.
Previous themes of Music Project modules have included the following:
- Re-working Music
- Experimental Music
- The Music of Data
- Film Music
- Terry Riley’s ‘In C’
- The Musical
- John Zorn’s ‘Cobra’
- Medieval Music
- Purcell’s ‘Dido and Aeneas’.
- Women in Music
- Mahler and Musical Meaning
- Folk and Nostalgia.
And Topic Study modules (which are usually either presented annually or every two years), include the following:
- Jazz Studies
- Musical Theatre
- Opera Studies
- Historical Performance Practice
- English Music from Elgar to Britten
- Studying Music as Performance
- Popular Music and Culture
- Popular Music and New Media.
Topic Study modules are more orientated towards the development of academic skills (though some also enable practical activities). Music Projects enable students to respond to a project drawing on a range of academic and musical skills, including collaborations on performances or compositions across years and programmes.
The structure of our programmes follow clear educational aims that are tailored to each programme. These are all outlined in the programme specifications which include further details such as the learning outcomes.
Please note: The full module listing for the optional Professional Training placement part of your course is available in the relevant programme specification.
Year 1 - BMus (Hons)
Semester 1
Compulsory
The purpose of this module is to enable an understanding of the basic principles of common-practice harmony.
View full module detailsThis module is one of six project-based learning modules within the Music degree programmes. Project-based modules focus on learning in the context of musical practice, based on a professional model of project implementation to realise concerts, compositions and arrangements, conference events, recordings and publications. Project modules will develop a coordinated and managed group activity based on the project theme, such as a large-scale performance or musical outcome, a music creation project with associated conference/performance/material outcomes and documentation. This module is a cross-year, cross-programme group project in which students can pursue their own specialism by agreement with the Module Leader, in the context of a large, coordinated group enterprise. Two project module themes will be available in each academic year. Each theme will only occur once for each student cohort. Themes have included and will be drawn from: Reworking Music – investigations and realisations of the ways in which music has been recycled across a wide range of genres. The Music of Data - studying and experimenting with music based on all sorts of non-musical data from numbers, to patterns, to the natural world. In C – from Terry Riley's minimalist classic to explorations of the continued attraction of C major for composers. Film Music - uncovering and learning to utilise techniques of combining music, image and narrative. The Musical - the study and realisation of musicals of the twentieth twenty-first centuries. Musical Games after John Zorn's 'Cobra' – starting from Zorn's directed improvisation and exploring a range of generative musical procedures. Medieval Music – exploring medieval music in its own time and ours. Meta-Music - music about, and made from, other music. Dido and Aeneas – contextual and analytical study of Purcell's opera, including performances and the creation of new works based on associated themes. Women in Music - female musicians through the ages in popular and classical music. Mahler and Musical Meaning - studying the music of Gustav Mahler, the ways it may be understood and what it can tell us about music's meaning-making potential. Folk Music and Nostaglia - exploring folk music, primarily in an Anglo-Irish context, and its relationship to nostalgia. Words and Music - investigating the many relationships between words and music in both texted and untexted genres in a range of musical traditions. Other project themes may be offered and the above is not an exhaustive list.
View full module detailsThe purpose of this module is to introduce students to aspects of the Western classical and popular music repertoires, increasing levels of cultural awareness, and to develop transferable skills. The module provides a foundation for Topic Studies 1A and B and historically based work at FHEQ 5 and 6.
View full module detailsThis module equips all students with the knowledge and skills necessary to arrange pre-existing music, including the vital ability to work collaboratively, that is so useful in many avenues of work, not just the arts. All students learn about the Department’s culture and ‘infrastructure’ around performance, such as the ways in which our concerts are managed and the various ensembles available for students to play in. The module builds resilience, as students reflect on their work as arrangers, performers and assistants at Departmental concerts, identifying what went well and what could be improved, thereby laying the ground to develop further in future modules. All students learn from seminars given by invited speakers, in which a range of sectors within the music industry are represented, and from writing reviews of visiting artists to the Department where they can witness professional performance at first hand. The module has two pathways: ‘arranging’ suits students with a focus on composition, connecting to and applying knowledge acquired during Harmony 1 and building a foundation for the specifically compositional activities in Pathways in Musicianship B in semester 2; ‘arranging and performing’ suits students with all-round skills looking to develop their instrumental or vocal technique through one-to-one lessons with a specialist tutor. In both pathways, students experience performing as part of large or small ensembles and become involved in the performing culture of the Department. The module builds students’ confidence and resilience as musicians, preparing them for the more specialised performance and composition modules in years 2 and 3.
View full module detailsSemester 2
Compulsory
The purpose of this module is for students to acquire knowledge of approaches to research, discussion and writing about music of the Western classical tradition at FHEQ Level 4. This is pursued through the study of a single work or a small group of works and its/their various contexts. The module provides further foundation for historically-based study at FHEQ Levels 5 and 6. An indicative case-study is Beethoven’s Ninth Symphony, studied in detail and contextualised within Beethoven’s overall development as well as musical and historical developments more broadly. Perspectives include analysis, reception and historically-informed performance practice.
View full module detailsThe purpose of this module is to acquire knowledge of approaches to research, discussion, and writing about popular music at FHEQ level 4. This is pursued through the study of a single album or group of tracks and its/their various contexts. The module provides a foundation for the study of popular music at FHEQ 5 and 6. An indicative case-study is Adele’s 25, studied from a range of perspectives including musical analysis, video analysis, the canon, gender and sexuality, and fandom and celebrity.
View full module detailsOptional
This module is one of six project-based learning modules within the Music degree programmes. Project-based modules focus on learning in the context of musical practice, based on a professional model of project implementation to realise concerts, compositions and arrangements, conference events, recordings and publications. Project modules will develop a coordinated and managed group activity based on the project theme, such as a large-scale performance or musical outcome, a music creation project with associated conference/performance/material outcomes and documentation. This module is a cross-year, cross-programme group project in which students can pursue their own specialism by agreement with the Module Leader, in the context of a large, coordinated group enterprise. Two project module themes will be available in each academic year. Each theme will only occur once for each student cohort. Themes have included and will be drawn from: Reworking Music – investigations and realisations of the ways in which music has been recycled across a wide range of genres. The Music of Data - studying and experimenting with music based on all sorts of non-musical data from numbers, to patterns, to the natural world. In C – from Terry Riley's minimalist classic to explorations of the continued attraction of C major for composers. Film Music - uncovering and learning to utilise techniques of combining music, image and narrative. The Musical - the study and realisation of musicals of the twentieth twenty-first centuries. Musical Games after John Zorn's 'Cobra' – starting from Zorn's directed improvisation and exploring a range of generative musical procedures. Medieval Music – exploring medieval music in its own time and ours. Meta-Music - music about, and made from, other music. Dido and Aeneas – contextual and analytical study of Purcell's opera, including performances and the creation of new works based on associated themes. Women in Music - female musicians through the ages in popular and classical music. Mahler and Musical Meaning - studying the music of Gustav Mahler, the ways it may be understood and what it can tell us about music's meaning-making potential. Folk Music and Nostaglia - exploring folk music, primarily in an Anglo-Irish context, and its relationship to nostalgia. Words and Music - investigating the many relationships between words and music in both texted and untexted genres in a range of musical traditions. Other project themes may be offered and the above is not an exhaustive list.
View full module detailsThis module has a flexible, three-pathway, format that allows students to improve their musicianship in ways that reflect their musical interests and skills. The module also ensures there are opportunities for all students to acquire knowledge, skills and experience in key areas: collaboration (between composers and performers), group work (when performing in an ensemble or taking part in concert management activity), documentation and presentation skills (in compiling a record of performance activities during the semester). Students will continue to be exposed to the Department's culture and 'infrastructure' around performance, such as the role of concert management and the different types of ensembles available to participate in, but will be starting from a more familiar base than in semester 1 with the potential to contribute more visibly and impactfully to music making in the Department. The module continues to build resilience as students reflect on their work as ensemble performers and assistants at Departmental concerts, identifying what went well and what could be improved, thereby laying the ground to develop further in year 2 and 3 performance modules. All students continue to learn from seminars given by invited speakers, in which a range of sectors within the music industry are represented, and from attending concerts by visiting artists to the Department where they can witness professional performance at first hand. The module has three pathways: 'composing' suits students with some experience in composition, providing an opportunity not only to consolidate key techniques in developing musical ideas but to work in slightly larger musical forms according to broadly defined models; 'composing and performing' suits students looking to acquire experience or build confidence in composition whilst continuing to develop their performance skills - here, the initial compositional exercises that underpin the first half of the module provide accessible building blocks of compositional technique; 'performing' suits students who prefer to focus on performing through combining their one-to-one lessons with intensive practice time. In all pathways, students experience performing as part of large or small ensembles and become involved in the performing culture of the Department. The module further builds students’ confidence and resilience as musicians, preparing them for the more specialised performance and composition modules in years 2 and 3.
View full module detailsThis module equips students with the skills and knowledge to develop their technical knowledge and practical skills in music technology and production. It will allow students to engage with digital technology in wider practice with relevant theoretical understanding, and with an appropriate professionalism and resourcefulness. Although tutorials and support in specific software platforms will be encountered, the emphasis will be on a broad awareness of the theories, functions, diverse cultures and affordances of music technology, providing students with transportable, adaptable and employable skills in their continuing musical practice.
View full module detailsYear 2 - BMus (Hons)
Semester 1
Compulsory
This module provides an opportunity for the in depth study of harmony within the context of Anglo-American popular music of the past century from the standard jazz repertoire to progressive pop, rock, fusion and contemporary jazz.
View full module detailsThis module is one of six project-based learning modules within the Music degree programmes. Project-based modules focus on learning in the context of musical practice, based on a professional model of project implementation to realise concerts, compositions and arrangements, conference events, recordings and publications. Project modules will develop a coordinated and managed group activity based on the project theme, such as a large-scale performance or musical outcome, a music creation project with associated conference/performance/material outcomes and documentation. This module is a cross-year, cross-programme group project in which students can pursue their own specialism by agreement with the Module Leader, in the context of a large, coordinated group enterprise. Two project module themes will be available in each academic year. Each theme will only occur once for each student cohort. Themes have included and will be drawn from: Reworking Music – investigations and realisations of the ways in which music has been recycled across a wide range of genres. The Music of Data - studying and experimenting with music based on all sorts of non-musical data from numbers, to patterns, to the natural world. In C – from Terry Riley's minimalist classic to explorations of the continued attraction of C major for composers. Film Music - uncovering and learning to utilise techniques of combining music, image and narrative. The Musical - the study and realisation of musicals of the twentieth twenty-first centuries. Musical Games after John Zorn's 'Cobra' – starting from Zorn's directed improvisation and exploring a range of generative musical procedures. Medieval Music – exploring medieval music in its own time and ours. Meta-Music - music about, and made from, other music. Dido and Aeneas – contextual and analytical study of Purcell's opera, including performances and the creation of new works based on associated themes. Women in Music - female musicians through the ages in popular and classical music. Mahler and Musical Meaning - studying the music of Gustav Mahler, the ways it may be understood and what it can tell us about music's meaning-making potential. Folk Music and Nostaglia - exploring folk music, primarily in an Anglo-Irish context, and its relationship to nostalgia. Words and Music - investigating the many relationships between words and music in both texted and untexted genres in a range of musical traditions. Other project themes may be offered and the above is not an exhaustive list.
View full module detailsOptional
This module introduces you to a range of fundamental compositional techniques and concepts, applicable in many stylistic contexts.You will encounter and expand your knowledge of a diverse range of global and historical musical practice on the acoustic and electronic domains, as well as theoretical concepts that unite and delineate such broad approaches. In so doing, you will not only learn to emulate specific compositional practice, but also to forge an individual, informed and contemporary compositional voice.
View full module detailsThe purpose of this module is to develop knowledge and understanding of the main methodologies in applied performance research, advance individual learning/preparation skills in the context of your instrument/voice, and develop performing experience. You will also develop practical skills in learning event management activities and basic skills in conducting. Writing skills enabling you to produce persuasive reviews will be developed. The module builds resilience, as you reflect on your work as performers, ensemble members and managers at Departmental concerts, identifying what went well and what could be improved. The creative skills you learn will also contribute to your learning in other modules and the reviewing skills will broaden your knowledge of repertoire. The module is delivered through a series of lectures and seminars (alongside individual instrumental or vocal lessons), in which all ranges of music will be represented, as well as different historical and research aspects of performance practices. Performance opportunities in seminars will help to develop confidence in performance. Some seminars may be given by invited speakers representing a range of sectors within the music industry. Writing reviews of professional concerts allows you to witness high level performance at first hand and judge its level of success.
View full module detailsThe module provides an overview of the structures that support and shape the arts and creative industries in the UK and introduces current issues and debates in cultural provision. It introduces the arts funding system in the UK, government policies for the arts, and the support infrastructure for music in the UK. It also provides the opportunity for discussion of the issues that shape and influence the arts professions and impact upon arts workers and audiences.
View full module detailsThe purpose of this module is to build on the knowledge and skills you have acquired in FHEQ Level 4 in research methods, discussion and writing about music of the Western classical tradition or popular repertories through the study of a single work or a small group of works or the study of a single album or group of tracks and its/their various contexts. The module provides further foundation for historically based study at FHEQ Level 6. This topic will change each year and indicative topics may include Popular Music and New Media, Popular Music and Culture, Musical Theatre, Opera Studies, Historical Performance Practice, Studying Music as Performance, and English Music from Elgar to Britten (this is not an exhaustive list).
View full module detailsSemester 2
Compulsory
This module enables students to build upon their knowledge of the history, aesthetics and style of a range of nineteenth-century music and associated repertories, combining discussions of identified composers and historical and cultural issues with exploration of specific set works. It draws on analytical skills acquired in previous modules and consolidates the students’ experience of nineteenth-century music encountered elsewhere on the programme, as well as complementing their studies of other areas of music history and culture.
View full module detailsThis module is one of six project-based learning modules within the Music degree programmes. Project-based modules focus on learning in the context of musical practice, based on a professional model of project implementation to realise concerts, compositions and arrangements, conference events, recordings and publications. Project modules will develop a coordinated and managed group activity based on the project theme, such as a large-scale performance or musical outcome, a music creation project with associated conference/performance/material outcomes and documentation. This module is a cross-year, cross-programme group project in which students can pursue their own specialism by agreement with the Module Leader, in the context of a large, coordinated group enterprise. Two project module themes will be available in each academic year. Each theme will only occur once for each student cohort. Themes have included and will be drawn from: Reworking Music – investigations and realisations of the ways in which music has been recycled across a wide range of genres. The Music of Data - studying and experimenting with music based on all sorts of non-musical data from numbers, to patterns, to the natural world. In C – from Terry Riley's minimalist classic to explorations of the continued attraction of C major for composers. Film Music - uncovering and learning to utilise techniques of combining music, image and narrative. The Musical - the study and realisation of musicals of the twentieth twenty-first centuries. Musical Games after John Zorn's 'Cobra' – starting from Zorn's directed improvisation and exploring a range of generative musical procedures. Medieval Music – exploring medieval music in its own time and ours. Meta-Music - music about, and made from, other music. Dido and Aeneas – contextual and analytical study of Purcell's opera, including performances and the creation of new works based on associated themes. Women in Music - female musicians through the ages in popular and classical music. Mahler and Musical Meaning - studying the music of Gustav Mahler, the ways it may be understood and what it can tell us about music's meaning-making potential. Folk Music and Nostaglia - exploring folk music, primarily in an Anglo-Irish context, and its relationship to nostalgia. Words and Music - investigating the many relationships between words and music in both texted and untexted genres in a range of musical traditions. Other project themes may be offered and the above is not an exhaustive list.
View full module detailsOptional
This module develops your knowledge and practice of compositional techniques and concepts, and their application in a range of stylistic contexts. You will encounter and expand your knowledge of a diverse range of global and historical musical practice on the acoustic and electronic domains, as well as theoretical concepts that unite and delineate such broad approaches. In so doing, you will not only learn to emulate specific compositional practice, but also to forge an individual, informed and contemporary compositional voice.
View full module detailsThe purpose of this module is to develop knowledge and understanding of the main methodologies in applied performance research, advance individual learning/preparation skills in the context of your instrument/voice, and develop performing experience. You will also develop practical skills in learning event management activities and basic skills in conducting. Writing skills enabling you to produce persuasive reviews will be developed. The module builds resilience, as you reflect on your work as performers, ensemble members and managers at Departmental concerts, identifying what went well and what could be improved. The creative skills you learn will also contribute to your learning in other modules and the reviewing skills will broaden your knowledge of repertoire. The module is delivered through a series of lectures and seminars (alongside individual instrumental or vocal lessons), in which all ranges of music will be represented, as well as different historical and research aspects of performance practices. Performance opportunities in seminars will help to develop confidence in performance. Some seminars may be given by invited speakers representing a range of sectors within the music industry. Writing reviews of professional concerts allows you to witness high level performance at first hand and judge its level of success.
View full module detailsThe purpose of this module is to build on the knowledge and skills you have acquired in FHEQ Level 4 in research methods, discussion and writing about music of the Western classical tradition or popular repertories through the study of a single work or a small group of works or the study of a single album or group of tracks and its/their various contexts. The module provides further foundation for historically based study at FHEQ Level 6. This topic will change each year and indicative topics may include Popular Music and New Media, Popular Music and Culture, Musical Theatre, Opera Studies, Historical Performance Practice, Studying Music as Performance, and English Music from Elgar to Britten (this is not an exhaustive list).
View full module detailsThe purpose of this module is to build on the knowledge and skills students have acquired in FHEQ 4 in research methods, discussion, and writing about music, in order to study the history, culture, and techniques of jazz. The module provides further foundation for historical and analytical study at FHEQ 6.
View full module detailsYear 3 - BMus (Hons)
Semester 1
Optional
This module is designed to provide students with the technical knowledge, musical/artistic sensibility and breadth of repertoire to enhance the quality of their music to the threshold of professional level. This is achieved by covering a limited number of topics in depth, each delivered by a different member of the Department's composition staff, allowing students to benefit from a breadth of knowledge, experience and expertise. Typically each topic is delivered over several weeks to allow sufficient time to explore it from diverse perspectives and thereby increase its potential as a compositional methodology for all students. Students are shown many ways in which they can engage with these topics: through live performance, arranging and manipulating recorded audio, working with live electronics, using improvisation and employing various types of notation. The module content draws on techniques and case studies from a wide range of practices including classical, popular and non-Western musics with topics changing frequently to match lecturers' own compositional projects and research. This close link between the module content and the lecturers' own practice as composers aligns the module with aspects of 'real world' musical practice; this is to the benefit of students because it helps to show how ideas and techniques from the module can be applied.
View full module detailsThe purpose of this module is to develop knowledge and understanding of the main methodologies in applied performance research, advance individual learning/preparation skills in the context of your instrument/voice, and develop performing experience. You will also develop practical skills in co-ordination of performance/event management. Your writing skills will be expanded to include reflective writing that connects your reviews of performances put on by the Department with your own development as a musician. The module builds resilience, as you reflect on your work as performers, ensemble members and managers at Departmental concerts; identifying what went well and what could be improved. The creative skills you learn will also contribute to your learning in other modules and the reviewing skills will broaden your knowledge of repertoire. The module is delivered through a series of lectures and seminars, in which all ranges of music will be represented, as well as different historical and research aspects of performance practices. Performance opportunities in seminars and lunchtime recitals will help to develop confidence in performance. Seminars may include invited speakers representing a range of sectors within the music industry. The Department hosts concerts by students as well as, occasionally, by visiting artists; students learn to appreciate the qualities of public performance first hand by attending concerts and writing reviews.
View full module detailsThis module is one of six project-based learning modules within the Music degree programmes. Project-based modules focus on learning in the context of musical practice, based on a professional model of project implementation to realise concerts, compositions and arrangements, conference events, recordings and publications. Project modules will develop a coordinated and managed group activity based on the project theme, such as a large-scale performance or musical outcome, a music creation project with associated conference/performance/material outcomes and documentation. This module is a cross-year, cross-programme group project in which students can pursue their own specialism by agreement with the Module Leader, in the context of a large, coordinated group enterprise. Two project module themes will be available in each academic year. Each theme will only occur once for each student cohort. Themes have included and will be drawn from: Reworking Music – investigations and realisations of the ways in which music has been recycled across a wide range of genres. The Music of Data - studying and experimenting with music based on all sorts of non-musical data from numbers, to patterns, to the natural world. In C – from Terry Riley's minimalist classic to explorations of the continued attraction of C major for composers. Film Music - uncovering and learning to utilise techniques of combining music, image and narrative. The Musical - the study and realisation of musicals of the twentieth twenty-first centuries. Musical Games after John Zorn's 'Cobra' – starting from Zorn's directed improvisation and exploring a range of generative musical procedures. Medieval Music – exploring medieval music in its own time and ours. Meta-Music - music about, and made from, other music. Dido and Aeneas – contextual and analytical study of Purcell's opera, including performances and the creation of new works based on associated themes. Women in Music - female musicians through the ages in popular and classical music. Mahler and Musical Meaning - studying the music of Gustav Mahler, the ways it may be understood and what it can tell us about music's meaning-making potential. Folk Music and Nostaglia - exploring folk music, primarily in an Anglo-Irish context, and its relationship to nostalgia. Words and Music - investigating the many relationships between words and music in both texted and untexted genres in a range of musical traditions. Other project themes may be offered and the above is not an exhaustive list.
View full module detailsThe purpose of this module is to critically engage with and employ your knowledge of research, discussion and writing about music of the Western classical tradition or popular repertoires at HE Level 6. This is pursued through the study of a single work or a small group of works or the study of a single album or group of tracks and its/their various contexts. The module provides further foundation for historically based study. This topic will change each year and indicative topics may include Popular Music and New Media, Popular Music and Culture, Musical Theatre, Opera Studies, Historical Performance Practice, Studying Music as Performance, and English Music from Elgar to Britten (this is not an exhaustive list).
View full module detailsSemester 2
Compulsory
This module enables students to deepen their knowledge and understanding of the major currents of 20th- and 21st-century music in the Western classical tradition through the exploration of key composers and repertories as well as key documents in the critical reception of the repertoire. It draws on analytical skills acquired in previous modules such as Encounter Music History and Nineteenth-Century Music as well as Music Project and the Topic Study modules. It also consolidates students’ experience of 20th- and 21st -century music encountered elsewhere on the programme. Intersections with global cultural developments form a significant strand in developing an understanding of composers’ decision-making. The module facilitates further development of students’ writing skills, and their ability to assess the significance of scholarly work, including that in the digital domain.
View full module detailsOptional
This module is designed to provide students with the technical knowledge, musical/artistic sensibility and breadth of repertoire to enhance the quality of their music to the threshold of professional level. This is achieved by covering a limited number of topics in depth, each delivered by a different member of the Department's composition staff, allowing students to benefit from a breadth of knowledge, experience and expertise. Typically each topic is delivered over several weeks to allow sufficient time to explore it from diverse perspectives and thereby increase its potential as a compositional methodology for all students. Students are shown many ways in which they can engage with these topics: through live performance, arranging and manipulating recorded audio, working with live electronics, using improvisation and employing various types of notation. The module content draws on techniques and case studies from a wide range of practices including classical, popular and non-Western musics with topics changing frequently to match lecturers' own compositional projects and research. This close link between the module content and the lecturers' own practice as composers aligns the module with aspects of 'real world' musical practice; this is to the benefit of students because it helps to show how ideas and techniques from the module can be applied. Composition 3B is identical in design to Composition 3A but covering a different set of topics. Taken as a pair the modules allow final year students to specialise in composition, making the most of staff expertise and Departmental opportunities to drive their development as composers and preparing them well for postgraduate study in composition if they wish.
View full module detailsThe purpose of this module is to develop knowledge and understanding of the main methodologies in applied performance research, advance individual learning/preparation skills in the context of your instrument/voice, and develop performing experience. You will also develop practical skills in co-ordination of performance/event management. Your writing skills will be expanded to include reflective writing that connects your reviews of performances put on by the Department with your own development as a musician. The module builds resilience, as you reflect on your work as performers, ensemble members and managers at Departmental concerts; identifying what went well and what could be improved. The creative skills you learn will also contribute to your learning in other modules and the reviewing skills will broaden your knowledge of repertoire. The module is delivered through a series of lectures and seminars, in which all ranges of music will be represented, as well as different historical and research aspects of performance practices. Performance opportunities in seminars and lunchtime recitals will help to develop confidence in performance. Seminars may include invited speakers representing a range of sectors within the music industry. The Department hosts concerts by students as well as, occasionally, by visiting artists; students learn to appreciate the qualities of public performance first hand by attending concerts and writing reviews.
View full module detailsThis module is one of six project-based learning modules within the Music degree programmes. Project-based modules focus on learning in the context of musical practice, based on a professional model of project implementation to realise concerts, compositions and arrangements, conference events, recordings and publications. Project modules will develop a coordinated and managed group activity based on the project theme, such as a large-scale performance or musical outcome, a music creation project with associated conference/performance/material outcomes and documentation. This module is a cross-year, cross-programme group project in which students can pursue their own specialism by agreement with the Module Leader, in the context of a large, coordinated group enterprise. Two project module themes will be available in each academic year. Each theme will only occur once for each student cohort. Themes have included and will be drawn from: Reworking Music – investigations and realisations of the ways in which music has been recycled across a wide range of genres. The Music of Data - studying and experimenting with music based on all sorts of non-musical data from numbers, to patterns, to the natural world. In C – from Terry Riley's minimalist classic to explorations of the continued attraction of C major for composers. Film Music - uncovering and learning to utilise techniques of combining music, image and narrative. The Musical - the study and realisation of musicals of the twentieth twenty-first centuries. Musical Games after John Zorn's 'Cobra' – starting from Zorn's directed improvisation and exploring a range of generative musical procedures. Medieval Music – exploring medieval music in its own time and ours. Meta-Music - music about, and made from, other music. Dido and Aeneas – contextual and analytical study of Purcell's opera, including performances and the creation of new works based on associated themes. Women in Music - female musicians through the ages in popular and classical music. Mahler and Musical Meaning - studying the music of Gustav Mahler, the ways it may be understood and what it can tell us about music's meaning-making potential. Folk Music and Nostaglia - exploring folk music, primarily in an Anglo-Irish context, and its relationship to nostalgia. Words and Music - investigating the many relationships between words and music in both texted and untexted genres in a range of musical traditions. Other project themes may be offered and the above is not an exhaustive list.
View full module detailsThe purpose of this module is to critically engage with and employ your knowledge of research, discussion and writing about music of the Western classical tradition or popular repertoires at HE Level 6. This is pursued through the study of a single work or a small group of works or the study of a single album or group of tracks and its/their various contexts. The module provides further foundation for historically based study. This topic will change each year and indicative topics may include Popular Music and New Media, Popular Music and Culture, Musical Theatre, Opera Studies, Historical Performance Practice, Studying Music as Performance, and English Music from Elgar to Britten (this is not an exhaustive list).
View full module detailsYou will develop your understanding of the theory, aesthetics and technical considerations of digital performance. Topics will include the design and construction of electronic music systems and effective performance strategies and approaches. This will develop independence, resourcefulness, and resilience in the field; enhance digital skills, and provide a wider awareness of cultural practice, enhancing creative ideas, technical development and employability in future work.
View full module detailsThe purpose of the module is to develop students' knowledge of screen music theory and scholarship as well as providing opportunities for suitably experienced students to enhance their practice in writing for the screen.
View full module detailsSemester 1 & 2
Compulsory
The purpose of this module is to provide students with the opportunity to develop a further degree of independence in the conception, design, and completion of a musicological, compositional, or performance project, with guidance from a supervisor.
View full module detailsYear 1 - BMus (Hons) with placement
Semester 1
Compulsory
The purpose of this module is to enable an understanding of the basic principles of common-practice harmony.
View full module detailsThis module is one of six project-based learning modules within the Music degree programmes. Project-based modules focus on learning in the context of musical practice, based on a professional model of project implementation to realise concerts, compositions and arrangements, conference events, recordings and publications. Project modules will develop a coordinated and managed group activity based on the project theme, such as a large-scale performance or musical outcome, a music creation project with associated conference/performance/material outcomes and documentation. This module is a cross-year, cross-programme group project in which students can pursue their own specialism by agreement with the Module Leader, in the context of a large, coordinated group enterprise. Two project module themes will be available in each academic year. Each theme will only occur once for each student cohort. Themes have included and will be drawn from: Reworking Music – investigations and realisations of the ways in which music has been recycled across a wide range of genres. The Music of Data - studying and experimenting with music based on all sorts of non-musical data from numbers, to patterns, to the natural world. In C – from Terry Riley's minimalist classic to explorations of the continued attraction of C major for composers. Film Music - uncovering and learning to utilise techniques of combining music, image and narrative. The Musical - the study and realisation of musicals of the twentieth twenty-first centuries. Musical Games after John Zorn's 'Cobra' – starting from Zorn's directed improvisation and exploring a range of generative musical procedures. Medieval Music – exploring medieval music in its own time and ours. Meta-Music - music about, and made from, other music. Dido and Aeneas – contextual and analytical study of Purcell's opera, including performances and the creation of new works based on associated themes. Women in Music - female musicians through the ages in popular and classical music. Mahler and Musical Meaning - studying the music of Gustav Mahler, the ways it may be understood and what it can tell us about music's meaning-making potential. Folk Music and Nostaglia - exploring folk music, primarily in an Anglo-Irish context, and its relationship to nostalgia. Words and Music - investigating the many relationships between words and music in both texted and untexted genres in a range of musical traditions. Other project themes may be offered and the above is not an exhaustive list.
View full module detailsThe purpose of this module is to introduce students to aspects of the Western classical and popular music repertoires, increasing levels of cultural awareness, and to develop transferable skills. The module provides a foundation for Topic Studies 1A and B and historically based work at FHEQ 5 and 6.
View full module detailsThis module equips all students with the knowledge and skills necessary to arrange pre-existing music, including the vital ability to work collaboratively, that is so useful in many avenues of work, not just the arts. All students learn about the Department’s culture and ‘infrastructure’ around performance, such as the ways in which our concerts are managed and the various ensembles available for students to play in. The module builds resilience, as students reflect on their work as arrangers, performers and assistants at Departmental concerts, identifying what went well and what could be improved, thereby laying the ground to develop further in future modules. All students learn from seminars given by invited speakers, in which a range of sectors within the music industry are represented, and from writing reviews of visiting artists to the Department where they can witness professional performance at first hand. The module has two pathways: ‘arranging’ suits students with a focus on composition, connecting to and applying knowledge acquired during Harmony 1 and building a foundation for the specifically compositional activities in Pathways in Musicianship B in semester 2; ‘arranging and performing’ suits students with all-round skills looking to develop their instrumental or vocal technique through one-to-one lessons with a specialist tutor. In both pathways, students experience performing as part of large or small ensembles and become involved in the performing culture of the Department. The module builds students’ confidence and resilience as musicians, preparing them for the more specialised performance and composition modules in years 2 and 3.
View full module detailsSemester 2
Compulsory
The purpose of this module is for students to acquire knowledge of approaches to research, discussion and writing about music of the Western classical tradition at FHEQ Level 4. This is pursued through the study of a single work or a small group of works and its/their various contexts. The module provides further foundation for historically-based study at FHEQ Levels 5 and 6. An indicative case-study is Beethoven’s Ninth Symphony, studied in detail and contextualised within Beethoven’s overall development as well as musical and historical developments more broadly. Perspectives include analysis, reception and historically-informed performance practice.
View full module detailsThe purpose of this module is to acquire knowledge of approaches to research, discussion, and writing about popular music at FHEQ level 4. This is pursued through the study of a single album or group of tracks and its/their various contexts. The module provides a foundation for the study of popular music at FHEQ 5 and 6. An indicative case-study is Adele’s 25, studied from a range of perspectives including musical analysis, video analysis, the canon, gender and sexuality, and fandom and celebrity.
View full module detailsOptional
This module is one of six project-based learning modules within the Music degree programmes. Project-based modules focus on learning in the context of musical practice, based on a professional model of project implementation to realise concerts, compositions and arrangements, conference events, recordings and publications. Project modules will develop a coordinated and managed group activity based on the project theme, such as a large-scale performance or musical outcome, a music creation project with associated conference/performance/material outcomes and documentation. This module is a cross-year, cross-programme group project in which students can pursue their own specialism by agreement with the Module Leader, in the context of a large, coordinated group enterprise. Two project module themes will be available in each academic year. Each theme will only occur once for each student cohort. Themes have included and will be drawn from: Reworking Music – investigations and realisations of the ways in which music has been recycled across a wide range of genres. The Music of Data - studying and experimenting with music based on all sorts of non-musical data from numbers, to patterns, to the natural world. In C – from Terry Riley's minimalist classic to explorations of the continued attraction of C major for composers. Film Music - uncovering and learning to utilise techniques of combining music, image and narrative. The Musical - the study and realisation of musicals of the twentieth twenty-first centuries. Musical Games after John Zorn's 'Cobra' – starting from Zorn's directed improvisation and exploring a range of generative musical procedures. Medieval Music – exploring medieval music in its own time and ours. Meta-Music - music about, and made from, other music. Dido and Aeneas – contextual and analytical study of Purcell's opera, including performances and the creation of new works based on associated themes. Women in Music - female musicians through the ages in popular and classical music. Mahler and Musical Meaning - studying the music of Gustav Mahler, the ways it may be understood and what it can tell us about music's meaning-making potential. Folk Music and Nostaglia - exploring folk music, primarily in an Anglo-Irish context, and its relationship to nostalgia. Words and Music - investigating the many relationships between words and music in both texted and untexted genres in a range of musical traditions. Other project themes may be offered and the above is not an exhaustive list.
View full module detailsThis module has a flexible, three-pathway, format that allows students to improve their musicianship in ways that reflect their musical interests and skills. The module also ensures there are opportunities for all students to acquire knowledge, skills and experience in key areas: collaboration (between composers and performers), group work (when performing in an ensemble or taking part in concert management activity), documentation and presentation skills (in compiling a record of performance activities during the semester). Students will continue to be exposed to the Department's culture and 'infrastructure' around performance, such as the role of concert management and the different types of ensembles available to participate in, but will be starting from a more familiar base than in semester 1 with the potential to contribute more visibly and impactfully to music making in the Department. The module continues to build resilience as students reflect on their work as ensemble performers and assistants at Departmental concerts, identifying what went well and what could be improved, thereby laying the ground to develop further in year 2 and 3 performance modules. All students continue to learn from seminars given by invited speakers, in which a range of sectors within the music industry are represented, and from attending concerts by visiting artists to the Department where they can witness professional performance at first hand. The module has three pathways: 'composing' suits students with some experience in composition, providing an opportunity not only to consolidate key techniques in developing musical ideas but to work in slightly larger musical forms according to broadly defined models; 'composing and performing' suits students looking to acquire experience or build confidence in composition whilst continuing to develop their performance skills - here, the initial compositional exercises that underpin the first half of the module provide accessible building blocks of compositional technique; 'performing' suits students who prefer to focus on performing through combining their one-to-one lessons with intensive practice time. In all pathways, students experience performing as part of large or small ensembles and become involved in the performing culture of the Department. The module further builds students’ confidence and resilience as musicians, preparing them for the more specialised performance and composition modules in years 2 and 3.
View full module detailsThis module equips students with the skills and knowledge to develop their technical knowledge and practical skills in music technology and production. It will allow students to engage with digital technology in wider practice with relevant theoretical understanding, and with an appropriate professionalism and resourcefulness. Although tutorials and support in specific software platforms will be encountered, the emphasis will be on a broad awareness of the theories, functions, diverse cultures and affordances of music technology, providing students with transportable, adaptable and employable skills in their continuing musical practice.
View full module detailsYear 2 - BMus (Hons) with placement
Semester 1
Compulsory
The module provides an overview of the structures that support and shape the arts and creative industries in the UK and introduces current issues and debates in cultural provision. It introduces the arts funding system in the UK, government policies for the arts, and the support infrastructure for music in the UK. It also provides the opportunity for discussion of the issues that shape and influence the arts professions and impact upon arts workers and audiences.
View full module detailsThis module provides an opportunity for the in depth study of harmony within the context of Anglo-American popular music of the past century from the standard jazz repertoire to progressive pop, rock, fusion and contemporary jazz.
View full module detailsOptional
This module introduces you to a range of fundamental compositional techniques and concepts, applicable in many stylistic contexts.You will encounter and expand your knowledge of a diverse range of global and historical musical practice on the acoustic and electronic domains, as well as theoretical concepts that unite and delineate such broad approaches. In so doing, you will not only learn to emulate specific compositional practice, but also to forge an individual, informed and contemporary compositional voice.
View full module detailsThe purpose of this module is to develop knowledge and understanding of the main methodologies in applied performance research, advance individual learning/preparation skills in the context of your instrument/voice, and develop performing experience. You will also develop practical skills in learning event management activities and basic skills in conducting. Writing skills enabling you to produce persuasive reviews will be developed. The module builds resilience, as you reflect on your work as performers, ensemble members and managers at Departmental concerts, identifying what went well and what could be improved. The creative skills you learn will also contribute to your learning in other modules and the reviewing skills will broaden your knowledge of repertoire. The module is delivered through a series of lectures and seminars (alongside individual instrumental or vocal lessons), in which all ranges of music will be represented, as well as different historical and research aspects of performance practices. Performance opportunities in seminars will help to develop confidence in performance. Some seminars may be given by invited speakers representing a range of sectors within the music industry. Writing reviews of professional concerts allows you to witness high level performance at first hand and judge its level of success.
View full module detailsThis module is one of six project-based learning modules within the Music degree programmes. Project-based modules focus on learning in the context of musical practice, based on a professional model of project implementation to realise concerts, compositions and arrangements, conference events, recordings and publications. Project modules will develop a coordinated and managed group activity based on the project theme, such as a large-scale performance or musical outcome, a music creation project with associated conference/performance/material outcomes and documentation. This module is a cross-year, cross-programme group project in which students can pursue their own specialism by agreement with the Module Leader, in the context of a large, coordinated group enterprise. Two project module themes will be available in each academic year. Each theme will only occur once for each student cohort. Themes have included and will be drawn from: Reworking Music – investigations and realisations of the ways in which music has been recycled across a wide range of genres. The Music of Data - studying and experimenting with music based on all sorts of non-musical data from numbers, to patterns, to the natural world. In C – from Terry Riley's minimalist classic to explorations of the continued attraction of C major for composers. Film Music - uncovering and learning to utilise techniques of combining music, image and narrative. The Musical - the study and realisation of musicals of the twentieth twenty-first centuries. Musical Games after John Zorn's 'Cobra' – starting from Zorn's directed improvisation and exploring a range of generative musical procedures. Medieval Music – exploring medieval music in its own time and ours. Meta-Music - music about, and made from, other music. Dido and Aeneas – contextual and analytical study of Purcell's opera, including performances and the creation of new works based on associated themes. Women in Music - female musicians through the ages in popular and classical music. Mahler and Musical Meaning - studying the music of Gustav Mahler, the ways it may be understood and what it can tell us about music's meaning-making potential. Folk Music and Nostaglia - exploring folk music, primarily in an Anglo-Irish context, and its relationship to nostalgia. Words and Music - investigating the many relationships between words and music in both texted and untexted genres in a range of musical traditions. Other project themes may be offered and the above is not an exhaustive list.
View full module detailsThe purpose of this module is to build on the knowledge and skills you have acquired in FHEQ Level 4 in research methods, discussion and writing about music of the Western classical tradition or popular repertories through the study of a single work or a small group of works or the study of a single album or group of tracks and its/their various contexts. The module provides further foundation for historically based study at FHEQ Level 6. This topic will change each year and indicative topics may include Popular Music and New Media, Popular Music and Culture, Musical Theatre, Opera Studies, Historical Performance Practice, Studying Music as Performance, and English Music from Elgar to Britten (this is not an exhaustive list).
View full module detailsSemester 2
Compulsory
This module enables students to build upon their knowledge of the history, aesthetics and style of a range of nineteenth-century music and associated repertories, combining discussions of identified composers and historical and cultural issues with exploration of specific set works. It draws on analytical skills acquired in previous modules and consolidates the students’ experience of nineteenth-century music encountered elsewhere on the programme, as well as complementing their studies of other areas of music history and culture.
View full module detailsThis module is one of six project-based learning modules within the Music degree programmes. Project-based modules focus on learning in the context of musical practice, based on a professional model of project implementation to realise concerts, compositions and arrangements, conference events, recordings and publications. Project modules will develop a coordinated and managed group activity based on the project theme, such as a large-scale performance or musical outcome, a music creation project with associated conference/performance/material outcomes and documentation. This module is a cross-year, cross-programme group project in which students can pursue their own specialism by agreement with the Module Leader, in the context of a large, coordinated group enterprise. Two project module themes will be available in each academic year. Each theme will only occur once for each student cohort. Themes have included and will be drawn from: Reworking Music – investigations and realisations of the ways in which music has been recycled across a wide range of genres. The Music of Data - studying and experimenting with music based on all sorts of non-musical data from numbers, to patterns, to the natural world. In C – from Terry Riley's minimalist classic to explorations of the continued attraction of C major for composers. Film Music - uncovering and learning to utilise techniques of combining music, image and narrative. The Musical - the study and realisation of musicals of the twentieth twenty-first centuries. Musical Games after John Zorn's 'Cobra' – starting from Zorn's directed improvisation and exploring a range of generative musical procedures. Medieval Music – exploring medieval music in its own time and ours. Meta-Music - music about, and made from, other music. Dido and Aeneas – contextual and analytical study of Purcell's opera, including performances and the creation of new works based on associated themes. Women in Music - female musicians through the ages in popular and classical music. Mahler and Musical Meaning - studying the music of Gustav Mahler, the ways it may be understood and what it can tell us about music's meaning-making potential. Folk Music and Nostaglia - exploring folk music, primarily in an Anglo-Irish context, and its relationship to nostalgia. Words and Music - investigating the many relationships between words and music in both texted and untexted genres in a range of musical traditions. Other project themes may be offered and the above is not an exhaustive list.
View full module detailsOptional
This module develops your knowledge and practice of compositional techniques and concepts, and their application in a range of stylistic contexts. You will encounter and expand your knowledge of a diverse range of global and historical musical practice on the acoustic and electronic domains, as well as theoretical concepts that unite and delineate such broad approaches. In so doing, you will not only learn to emulate specific compositional practice, but also to forge an individual, informed and contemporary compositional voice.
View full module detailsThe purpose of this module is to develop knowledge and understanding of the main methodologies in applied performance research, advance individual learning/preparation skills in the context of your instrument/voice, and develop performing experience. You will also develop practical skills in learning event management activities and basic skills in conducting. Writing skills enabling you to produce persuasive reviews will be developed. The module builds resilience, as you reflect on your work as performers, ensemble members and managers at Departmental concerts, identifying what went well and what could be improved. The creative skills you learn will also contribute to your learning in other modules and the reviewing skills will broaden your knowledge of repertoire. The module is delivered through a series of lectures and seminars (alongside individual instrumental or vocal lessons), in which all ranges of music will be represented, as well as different historical and research aspects of performance practices. Performance opportunities in seminars will help to develop confidence in performance. Some seminars may be given by invited speakers representing a range of sectors within the music industry. Writing reviews of professional concerts allows you to witness high level performance at first hand and judge its level of success.
View full module detailsThe purpose of this module is to build on the knowledge and skills you have acquired in FHEQ Level 4 in research methods, discussion and writing about music of the Western classical tradition or popular repertories through the study of a single work or a small group of works or the study of a single album or group of tracks and its/their various contexts. The module provides further foundation for historically based study at FHEQ Level 6. This topic will change each year and indicative topics may include Popular Music and New Media, Popular Music and Culture, Musical Theatre, Opera Studies, Historical Performance Practice, Studying Music as Performance, and English Music from Elgar to Britten (this is not an exhaustive list).
View full module detailsThe purpose of this module is to build on the knowledge and skills students have acquired in FHEQ 4 in research methods, discussion, and writing about music, in order to study the history, culture, and techniques of jazz. The module provides further foundation for historical and analytical study at FHEQ 6.
View full module detailsYear 3 - BMus (Hons) with placement
Semester 1
Optional
This module is designed to provide students with the technical knowledge, musical/artistic sensibility and breadth of repertoire to enhance the quality of their music to the threshold of professional level. This is achieved by covering a limited number of topics in depth, each delivered by a different member of the Department's composition staff, allowing students to benefit from a breadth of knowledge, experience and expertise. Typically each topic is delivered over several weeks to allow sufficient time to explore it from diverse perspectives and thereby increase its potential as a compositional methodology for all students. Students are shown many ways in which they can engage with these topics: through live performance, arranging and manipulating recorded audio, working with live electronics, using improvisation and employing various types of notation. The module content draws on techniques and case studies from a wide range of practices including classical, popular and non-Western musics with topics changing frequently to match lecturers' own compositional projects and research. This close link between the module content and the lecturers' own practice as composers aligns the module with aspects of 'real world' musical practice; this is to the benefit of students because it helps to show how ideas and techniques from the module can be applied.
View full module detailsThe purpose of this module is to develop knowledge and understanding of the main methodologies in applied performance research, advance individual learning/preparation skills in the context of your instrument/voice, and develop performing experience. You will also develop practical skills in co-ordination of performance/event management. Your writing skills will be expanded to include reflective writing that connects your reviews of performances put on by the Department with your own development as a musician. The module builds resilience, as you reflect on your work as performers, ensemble members and managers at Departmental concerts; identifying what went well and what could be improved. The creative skills you learn will also contribute to your learning in other modules and the reviewing skills will broaden your knowledge of repertoire. The module is delivered through a series of lectures and seminars, in which all ranges of music will be represented, as well as different historical and research aspects of performance practices. Performance opportunities in seminars and lunchtime recitals will help to develop confidence in performance. Seminars may include invited speakers representing a range of sectors within the music industry. The Department hosts concerts by students as well as, occasionally, by visiting artists; students learn to appreciate the qualities of public performance first hand by attending concerts and writing reviews.
View full module detailsThis module is one of six project-based learning modules within the Music degree programmes. Project-based modules focus on learning in the context of musical practice, based on a professional model of project implementation to realise concerts, compositions and arrangements, conference events, recordings and publications. Project modules will develop a coordinated and managed group activity based on the project theme, such as a large-scale performance or musical outcome, a music creation project with associated conference/performance/material outcomes and documentation. This module is a cross-year, cross-programme group project in which students can pursue their own specialism by agreement with the Module Leader, in the context of a large, coordinated group enterprise. Two project module themes will be available in each academic year. Each theme will only occur once for each student cohort. Themes have included and will be drawn from: Reworking Music – investigations and realisations of the ways in which music has been recycled across a wide range of genres. The Music of Data - studying and experimenting with music based on all sorts of non-musical data from numbers, to patterns, to the natural world. In C – from Terry Riley's minimalist classic to explorations of the continued attraction of C major for composers. Film Music - uncovering and learning to utilise techniques of combining music, image and narrative. The Musical - the study and realisation of musicals of the twentieth twenty-first centuries. Musical Games after John Zorn's 'Cobra' – starting from Zorn's directed improvisation and exploring a range of generative musical procedures. Medieval Music – exploring medieval music in its own time and ours. Meta-Music - music about, and made from, other music. Dido and Aeneas – contextual and analytical study of Purcell's opera, including performances and the creation of new works based on associated themes. Women in Music - female musicians through the ages in popular and classical music. Mahler and Musical Meaning - studying the music of Gustav Mahler, the ways it may be understood and what it can tell us about music's meaning-making potential. Folk Music and Nostaglia - exploring folk music, primarily in an Anglo-Irish context, and its relationship to nostalgia. Words and Music - investigating the many relationships between words and music in both texted and untexted genres in a range of musical traditions. Other project themes may be offered and the above is not an exhaustive list.
View full module detailsThe purpose of this module is to critically engage with and employ your knowledge of research, discussion and writing about music of the Western classical tradition or popular repertoires at HE Level 6. This is pursued through the study of a single work or a small group of works or the study of a single album or group of tracks and its/their various contexts. The module provides further foundation for historically based study. This topic will change each year and indicative topics may include Popular Music and New Media, Popular Music and Culture, Musical Theatre, Opera Studies, Historical Performance Practice, Studying Music as Performance, and English Music from Elgar to Britten (this is not an exhaustive list).
View full module detailsSemester 2
Compulsory
This module enables students to deepen their knowledge and understanding of the major currents of 20th- and 21st-century music in the Western classical tradition through the exploration of key composers and repertories as well as key documents in the critical reception of the repertoire. It draws on analytical skills acquired in previous modules such as Encounter Music History and Nineteenth-Century Music as well as Music Project and the Topic Study modules. It also consolidates students’ experience of 20th- and 21st -century music encountered elsewhere on the programme. Intersections with global cultural developments form a significant strand in developing an understanding of composers’ decision-making. The module facilitates further development of students’ writing skills, and their ability to assess the significance of scholarly work, including that in the digital domain.
View full module detailsOptional
This module is designed to provide students with the technical knowledge, musical/artistic sensibility and breadth of repertoire to enhance the quality of their music to the threshold of professional level. This is achieved by covering a limited number of topics in depth, each delivered by a different member of the Department's composition staff, allowing students to benefit from a breadth of knowledge, experience and expertise. Typically each topic is delivered over several weeks to allow sufficient time to explore it from diverse perspectives and thereby increase its potential as a compositional methodology for all students. Students are shown many ways in which they can engage with these topics: through live performance, arranging and manipulating recorded audio, working with live electronics, using improvisation and employing various types of notation. The module content draws on techniques and case studies from a wide range of practices including classical, popular and non-Western musics with topics changing frequently to match lecturers' own compositional projects and research. This close link between the module content and the lecturers' own practice as composers aligns the module with aspects of 'real world' musical practice; this is to the benefit of students because it helps to show how ideas and techniques from the module can be applied. Composition 3B is identical in design to Composition 3A but covering a different set of topics. Taken as a pair the modules allow final year students to specialise in composition, making the most of staff expertise and Departmental opportunities to drive their development as composers and preparing them well for postgraduate study in composition if they wish.
View full module detailsThe purpose of this module is to develop knowledge and understanding of the main methodologies in applied performance research, advance individual learning/preparation skills in the context of your instrument/voice, and develop performing experience. You will also develop practical skills in co-ordination of performance/event management. Your writing skills will be expanded to include reflective writing that connects your reviews of performances put on by the Department with your own development as a musician. The module builds resilience, as you reflect on your work as performers, ensemble members and managers at Departmental concerts; identifying what went well and what could be improved. The creative skills you learn will also contribute to your learning in other modules and the reviewing skills will broaden your knowledge of repertoire. The module is delivered through a series of lectures and seminars, in which all ranges of music will be represented, as well as different historical and research aspects of performance practices. Performance opportunities in seminars and lunchtime recitals will help to develop confidence in performance. Seminars may include invited speakers representing a range of sectors within the music industry. The Department hosts concerts by students as well as, occasionally, by visiting artists; students learn to appreciate the qualities of public performance first hand by attending concerts and writing reviews.
View full module detailsThis module is one of six project-based learning modules within the Music degree programmes. Project-based modules focus on learning in the context of musical practice, based on a professional model of project implementation to realise concerts, compositions and arrangements, conference events, recordings and publications. Project modules will develop a coordinated and managed group activity based on the project theme, such as a large-scale performance or musical outcome, a music creation project with associated conference/performance/material outcomes and documentation. This module is a cross-year, cross-programme group project in which students can pursue their own specialism by agreement with the Module Leader, in the context of a large, coordinated group enterprise. Two project module themes will be available in each academic year. Each theme will only occur once for each student cohort. Themes have included and will be drawn from: Reworking Music – investigations and realisations of the ways in which music has been recycled across a wide range of genres. The Music of Data - studying and experimenting with music based on all sorts of non-musical data from numbers, to patterns, to the natural world. In C – from Terry Riley's minimalist classic to explorations of the continued attraction of C major for composers. Film Music - uncovering and learning to utilise techniques of combining music, image and narrative. The Musical - the study and realisation of musicals of the twentieth twenty-first centuries. Musical Games after John Zorn's 'Cobra' – starting from Zorn's directed improvisation and exploring a range of generative musical procedures. Medieval Music – exploring medieval music in its own time and ours. Meta-Music - music about, and made from, other music. Dido and Aeneas – contextual and analytical study of Purcell's opera, including performances and the creation of new works based on associated themes. Women in Music - female musicians through the ages in popular and classical music. Mahler and Musical Meaning - studying the music of Gustav Mahler, the ways it may be understood and what it can tell us about music's meaning-making potential. Folk Music and Nostaglia - exploring folk music, primarily in an Anglo-Irish context, and its relationship to nostalgia. Words and Music - investigating the many relationships between words and music in both texted and untexted genres in a range of musical traditions. Other project themes may be offered and the above is not an exhaustive list.
View full module detailsThe purpose of this module is to critically engage with and employ your knowledge of research, discussion and writing about music of the Western classical tradition or popular repertoires at HE Level 6. This is pursued through the study of a single work or a small group of works or the study of a single album or group of tracks and its/their various contexts. The module provides further foundation for historically based study. This topic will change each year and indicative topics may include Popular Music and New Media, Popular Music and Culture, Musical Theatre, Opera Studies, Historical Performance Practice, Studying Music as Performance, and English Music from Elgar to Britten (this is not an exhaustive list).
View full module detailsThe purpose of this module is to provide students with the opportunity to develop a further degree of independence in the conception, design, and completion of a musicological, compositional, or performance project, with guidance from a supervisor.
View full module detailsYou will develop your understanding of the theory, aesthetics and technical considerations of digital performance. Topics will include the design and construction of electronic music systems and effective performance strategies and approaches. This will develop independence, resourcefulness, and resilience in the field; enhance digital skills, and provide a wider awareness of cultural practice, enhancing creative ideas, technical development and employability in future work.
View full module detailsThe purpose of the module is to develop students' knowledge of screen music theory and scholarship as well as providing opportunities for suitably experienced students to enhance their practice in writing for the screen.
View full module detailsSemester 1 & 2
Compulsory
The module provides you with the opportunity to undertake an independent, in-depth research project into an area of professional practice. Using appropriate research methodologies, you will investigate a topic (for instance, related to your Professional Training placement) and present a written report on your area of interest.
View full module detailsYear 3 - BMus (Hons) with placement
Semester 1 & 2
Core
This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written and presentation skills.
View full module detailsOptional
This module supports students¿ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning and is a process that involves self-reflection. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written skills.
View full module detailsTeaching and learning
On this course, you’ll be taught through a mixture of lectures, seminars, workshops and tutorials. You will regularly work in groups with other students on practical assignments and presentations.
We’ll provide you with access to a range of specialised online music archives and materials.
You’ll be encouraged to participate in the many performance opportunities on offer. These include:
- Choirs
- Orchestras
- Student-run ensembles
- Weekly lunchtime recitals
- Concerts of student compositions
- Masterclasses and recording sessions.
Many of our students start their own chamber ensembles and rock/pop groups.
You will have the opportunity to work with leading performers and composers visiting as part of our artists in residence scheme. Previous visitors to the Department include: Harry Gregson Williams, Mark Anthony Turnage, Asaf Sirkis, Primrose Piano Quartet, Trifarious and Plus-Minus.
Assessment
We assess modules individually and award credits for the successful completion of each one. Assessment takes place through a combination of examination and/or coursework, practical examinations and reports.
General course information
Contact hours
Contact hours can vary across our modules. Full details of the contact hours for each module are available from the University of Surrey's module catalogue. See the modules section for more information.
Contact hours can vary across our modules. Full details of the contact hours for each module are available from the University of Surrey's module catalogue. See the modules section for more information.
Timetable
New students will receive their personalised timetable in Welcome Week. In later semesters, two weeks before the start of semester.
Scheduled teaching can take place on any day of the week (Monday – Friday), with part-time classes normally scheduled on one or two days. Wednesday afternoons tend to be for sports and cultural activities.
View our code of practice for the scheduling of teaching and assessment (PDF) for more information.
Location
Stag Hill is the University's main campus and where the majority of our courses are taught.
We offer careers information, advice and guidance to all students whilst studying with us, which is extended to our alumni for three years after leaving the University.
In the Graduate Outcomes survey 2023, results show that 100 per cent of undergraduates within our Department of Music and Media go on to employment or further study.
Our graduates over the last few years have entered employment in roles such as:
- Assistant Producer, Perfect Pitch
- Activities and Development Officer, Haringey Music Service
- Marketing Officer, English Folk Dance and Song Society
- Studio Manager, Spitfire Audio
- Concerts and Projects Manager, London Sinfonietta
- Commercial Rights Administrator, Faber Music
- Assistant Studio Runner, The Crypt Studio
- Music Supervisor, PH Media
- Digital Marketing Manager, Philharmonia Orchestra
- Freelance Composer for TV and Film
- Creative Sync and Licensing Manager, Warner Music UK.
Seth Lyons
Student - Music BMus (Hons)
"At Surrey, I love the flexibility and eclecticism of the modules - you can choose whether you want to take a more academic or practical path (or have an equal split). I’m also very grateful for the opportunities we’re offered (free concerts; performance opportunities; visiting lecturers; etc.) and the lovely friends I have made through the course".
Tsz Wun (Michelle) Wong
Student - Music BMus (Hons)
"What appealed to me most about Surrey was the tranquil environment on campus. I was born and bred in Hong Kong, where you can’t escape the hustle and bustle, and unstable political environment. The only thing I wanted to focus on were my passions - music, singing and always exploring.
Learn more about the qualifications we typically accept to study this course at Surrey.
Overall: BBB.
Required subjects: Music or Music Technology at grade B. Additionally, ABRSM Grade 5 Theory or equivalent is encouraged. Applicants taking an A-level science subject with the Science Practical Endorsement are required to pass the practical element.
Please note: A-level General Studies and A-level Critical Thinking are not accepted.
GCSE or equivalent: English Language at Grade C(4) and Mathematics at Grade C (4) (or equivalent).
Overall: DDM.
Required subjects: Please contact us to discuss suitability.
GCSE or equivalent: English Language at Grade C(4) and Mathematics at Grade C (4) (or equivalent).
Overall: 32
Required subjects: Music HL5/SL6. If Music not taken in IB, please contact us to discuss suitability. Additionally, ABRSM Grade 5 Theory or equivalent is encouraged.
GCSE or equivalent: English HL/SL4 and either Maths or Maths Studies HL/SL4.
Overall: 75%.
Required subjects: Music with at least 7.5. If Music not taken in EB, please contact us to discuss suitability. Additionally, ABRSM Grade 5 Theory or equivalent is encouraged.
GCSE or equivalent: Maths 6 and either English Language (1/2) 6 or English Language (3)7. If Music not taken in EB, please contact us to discuss suitability.
Overall: QAA recognised Access to Higher Education Diploma with 45 level 3 credits overall including 27 credits at Distinction and 18 at Merit. (Please contact us to discuss subject suitability).
Required subjects: Please contact us to discuss suitability.
GCSE or equivalent: English Language and Mathematics at Grade C(4) (or equivalent).
Overall: ABBBB.
Required subjects: Music or Music Technology at grade B. Additionally, ABRSM Grade 5 Theory or equivalent is encouraged.
GCSE or equivalent: English Language: Scottish National 5 - C Maths - Scottish National 5 - C.
Overall: Pass overall with BBB from a combination of the Advanced Skills Challenge Certificate and two A-levels.
Applicants taking an A-level science subject with the Science Practical Endorsement are required to pass the practical element.
Required subjects: A-level Music or Music Technology. Additionally, ABRSM Grade 5 Theory or equivalent is encouraged.
GCSE or equivalent: English Language and Mathematics – Numeracy as part of the Welsh Baccalaureate. Please check the A-level drop down for the required GCSE levels.
Please note: A-level General Studies and A-level Critical Thinking are not accepted.
Applicants taking the Extended Project Qualification (EPQ) will receive our standard A-level offer for this programme, plus an alternate offer of one A-level grade lower, subject to achieving an A grade in the EPQ. The one grade reduction will not apply to any required subjects.
Applicants can only receive one grade reduction from the published grades, an EPQ grade reduction can’t be applied in addition to other grade reductions made through other schemes such as Contextual Admissions or In2Surrey.
Select your country
If you are studying for Australian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Australia.
UK requirement (A-level) | Australian Tertiary Admission Rank (ATAR) equivalent | Overall Position (OP) score |
---|---|---|
AAA | 96 | 3 |
AAB | 94 | 4 |
ABB | 92 | 5 |
BBB | 90 | 6 |
BBC | 88 | 7 |
BCC | 86 | 8 |
CCC | 84 | 9 |
Subject requirements
For courses that have specific-subject requirements at A-level:
UK subject requirement (A-level) | Northern Territory | South Australia | Western Australia | Other states/territories |
---|---|---|---|---|
Grade A | A (17-19) | A | Please contact admissions@surrey.ac.uk | |
Grade B | B (14-16) | B | Please contact admissions@surrey.ac.uk |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
- English: Year 10 Certificate, English C.
- Mathematics: Year 10 Certificate, Mathematics C.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Austrian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Austria.
UK requirement (A-level) | Matura (Reifeprüfung) equivalent |
---|---|
A*AA | 1 in two subjects and 2 in all other subjects |
AAA | 1 in one subject and 2 in all other subjects |
AAB | 1 in one subject and 2 in all other subjects |
ABB | 1 in one subject and 2 in all other subjects |
BBB | 2 overall |
BBC | 2.2 overall |
BCC | 2.4 overall |
CCC | 2.6 overall |
CCD | 2.8 overall |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Matura (Reifeprüfung) equivalent |
---|---|
Grade A | 1 |
Grade B | 2 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Matura (Reifeprüfung), English 2 (gut).
Mathematics:
Grade C GCSE equivalent | Matura (Reifeprüfung), Mathematics 4 (genugend) |
---|---|
Grade B GCSE equivalent | Matura (Reifeprüfung), Mathematics 3 (befriedigend) |
Grade A GCSE equivalent | Matura (Reifeprüfung), Mathematics 2 (gut) |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept school leaving qualifications from Azerbaijan.
If you are studying for a Bangladeshi Higher Secondary Certificate qualification, you must obtain a GPA of 5 out of 5 or 80% to apply for our undergraduate courses.
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Higher Secondary Certificate equivalent |
---|---|
Grade A | 80% |
Grade B | 80% |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics: Higher Secondary Certificate/Intermediate Certificate, Mathematics 60-69.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Belgian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Belgium.
UK requirement (A-level) | Certificat d'Enseignement Secondaire Supérieur (CESS)/ Diploma van Secundair Onderwijs / Diploma van de hogere Secudaire Technische School / Abschlusszeugnis der Oberstufe des Sekundar unterrichts equivalent |
---|---|
A*AA | 16/20 or 8/10 or 80% |
AAA | 15.5/20 or 7.8/10 or 78% |
AAB | 15/20 or 7.5/10 or 75% |
ABB | 14.5/20 or 7.3/10 or 73% |
BBB | 14/20, 7/10 or 70% |
BBC | 14/20 or 6.5/10 or 68% |
BCC | 13.5/20 or 6.5/10 or 65% |
CCC | 13/20, 6.5/10 or 65% |
CCD | 12/20, 6/10 or 60% |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Certificat d'Enseignement Secondaire Supérieur (CESS) equivalent |
---|---|
Grade A | 16/20 |
Grade B | 14/20 |
UK subject requirement (A-level) | Diploma van Secundair Onderwijs equivalent |
---|---|
Grade A | 8/10 |
Grade B | 7/10 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
- English: IELTS Academic required.
- Mathematics:
Grade C GCSE equivalent | Getuigschrift van hoger secundair onderwijs: 12/20 or 6/10 or 60% Certificat d'enseignement secondaire supérieur / Abschlusszeugnis der Oberstufe des Sekundarunterrichts / Dipoloma van Secundair onderwijs: 10/20 or 5/10 or 50% |
---|---|
Grade B GCSE equivalent | Getuigschrift van hoger secundair onderwijs: 14/20 or 7/10 or 70% Certificat d'enseignement secondaire supérieur / Abschlusszeugnis der Oberstufe des Sekundarunterrichts / Dipoloma van Secundair onderwijs: 11/20 or 6/10 or 55% |
Grade A GCSE equivalent | Getuigschrift van hoger secundair onderwijs: 16/20 or 8/10 or 80% Certificat d'enseignement secondaire supérieur / Abschlusszeugnis der Oberstufe des Sekundarunterrichts / Dipoloma van Secundair onderwijs: 12/20 or 6/10 or 60% |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept school leaving qualifications from Botswana.
The Certificado de Conclusão de Ensino Médio/Certificado de Conclusão de Segundo Grau is considered for entry onto our Foundation Years at Surrey. On the course page on our website, please check to see if there is an option for a Foundation Year before making a UCAS application.
- Cambridge O-levels
Accepted with the same requirements as UK GCSEs. - Cambridge A-levels
Accepted with the same requirements as UK A-levels.
If you are studying for Bulgarian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Bulgaria.
UK requirement (A-level) | Diploma za Sredno Obrazovanie equivalent |
---|---|
A*AA | 5.8 |
AAA | 5.7 |
AAB | 5.6 |
ABB | 5.5 |
BBB | 5.3 |
BBC | 5.1 |
BCC | 4.9 |
CCC | 4.7 |
CCD | 4.5 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Diploma za Sredno Obrazovanie equivalent |
---|---|
Grade A | 5.7 |
Grade B | 5.3 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
Grade C GCSE equivalent | Diploma za Sredno Obrazovanie*, Pass/3 |
---|---|
Grade B GCSE equivalent | Diploma za Sredno Obrazovanie*, Good/4 |
Grade A GCSE equivalent | Diploma za Sredno Obrazovanie*, Good/4 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Canadian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Canada. Please contact the admissions team if you are studying in Quebec, or an institution delivering the Quebec curriculum.
UK requirement (A-level) | Ontario | British Columbia | Other provinces and territories (excluding Quebec) |
---|---|---|---|
Grade 12 Secondary School Diploma equivalent | |||
A*AA | 80% in six courses | Two As and three Bs | 80% in five courses |
AAA | 80% in six courses | 80% / One A and four Bs | 80% in five courses |
AAB | 75% in six courses | 75% / Five Bs | 75% in five courses |
ABB | 70% in six courses | 70% / Four Bs and one C | 70% in five courses |
BBB | 65% in six courses | 65% / Three Bs and two Cs | 65% in five courses |
BBC | 60% in six courses | 60% / One B and four Cs | 60% in five courses |
BCC | 55% in six courses | 55% / Five Cs | 55% in five courses |
CCC | 50% in six courses | 50% / Four Cs and one D | 50% in five courses |
When a specific subject is required, that subject should be taken in grade 12 of the High School Diploma.
Single Subject Grade | Ontario | British Columbia | Other provinces (excluding Quebec) |
---|---|---|---|
A | 80% | A | 80% |
B | 75% | B | 75% |
Minimum standard in English and Mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and Mathematics.
English: Applicants who have completed Grade 12 Canadian High School/Secondary School qualifications should achieve grade B or 75% in a grade 12 English module. Applicants who were not required to take grade 12 English, or did not reach the required grade, will be required to take a recognised English language test.
Mathematics: Grade 11 Secondary School Diploma, Mathematics Pass.
Some courses may require higher grades in English and Mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We accept the Chinese National University Entrance Examination (Gaokao) for direct entry to Year 1 UG programmes. Please see the table below for our grade equivalencies:
UK requirement (A-level) | Chinese National University Entrance Examination (Gaokao) |
---|---|
AAA | 80% |
AAB | 78% |
ABB | 73% |
BBB | 70% |
BBC | 68% |
BCC | 65% |
CCC | 63% |
Where there is a subject-specific requirement, students should achieve the same % in that subject (e.g. if Maths is a requirement of a BBB subject, the student should achieve 74% in Maths). Senior Secondary School Graduation Certificate and IELTS required.
For further information on these entry requirements, please explore our dedicated China site (中文网站).
If you are studying for Croatian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Croatia.
UK requirement (A-level) | Svjedodžba o Drzavnoj Maturi equivalent |
---|---|
A*AA | 5 |
AAA | 4.8 |
AAB | 4.5 |
ABB | 4.3 |
BBB | 4 |
BBC | 3.8 |
BCC | 3.6 |
CCC | 3.4 |
CCD | 3.2 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Svjedodžba o Dravnoj Maturi equivalent |
---|---|
Grade A | 5 |
Grade B | 4 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
- English: IELTS Academic required.
- Mathematics:
GCSE C Grade equivalent | Svjedodžba o Drzavnoj Maturi, Mathematics 2 |
---|---|
GCSE B Grade equivalent | Svjedodžba o Drzavnoj Maturi, Mathematics 2.5 |
GCSE A Grade equivalent | Svjedodžba o Drzavnoj Maturi, Mathematics 3 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Cypriot qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Cyprus.
Please note: If you are studying in Northern Cyprus and are looking for our Lise Diplomasi equivalents please visit our Turkey page.
UK requirement (A-level) | Apolytirion equivalent | Apolytirion equivalent (private school, out of 100) |
---|---|---|
A*AA | 19.5 and one A at A-level | |
AAA | 19.5 | 93 |
AAB | 19 | 91 |
ABB | 18.5 | 88 |
BBB | 18 | 86 |
BBC | 17.5 | 83 |
BCC | 17 | 81 |
CCC | 16.5 | 78 |
CCD | 16 | 76 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Apolytirion equivalent |
---|---|
Grade A | 19 |
Grade B | 18 |
Minimum standard in English and Mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent | Apolytirion or Lykeion, 14 in a mathematics-based subject (inc Accounting) |
---|---|
GCSE B Grade equivalent | Apolytirion or Lykeion, 15 in a mathematics-based subject (inc Accounting) |
GCSE A Grade equivalent | Apolytirion or Lykeion, 15 in a mathematics-based subject (inc Accounting) |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Czech qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Czech Republic.
UK requirement (A-level) | Maturitní zkoušce/Maturita equivalent |
---|---|
A*AA | 1 overall with no less than 2 in any subject and at least two scores of 1 |
AAA | 1.3 overall with no less than 2 in any subject and at least one score of 1 |
AAB | 1.5 overall with no less than 2 in any subject |
ABB | 1.7 overall with no less than 2.5 in any subject |
BBB | 2 overall |
BBC | 2.5 overall |
BCC | 2.7 overall |
CCC | 3 overall |
CCD | 3.5 overall |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Maturitní zkoušce/Maturita equivalent |
---|---|
Grade A | 1 |
Grade B | 2 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
- English: IELTS Academic required.
- Mathematics:
Grade C | *Maturitní zkoušce*/*Maturita*, 4 (*Dostatecny*). |
---|---|
Grade B | *Maturitní zkoušce*/*Maturita*, 3 (*Dobrý*). |
Grade A | *Maturitní zkoušce*/*Maturita*, 3 (*Dobrý*). |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Danish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Denmark.
UK requirement (A-level) | Højere Forberedelseseksamen (HF), Højere Handelseksamen (HHX), Højere Teknisk Eksamen (HTX), Studentereksamen (STX) equivalent |
---|---|
A*AA | 12 |
AAA | 12 |
AAB | 10 |
ABB | 10 |
BBB | 7 |
BBC | 7 |
BCC | 7 |
CCC | 4 |
CCD | 4 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Hojere Forberedelseseksamen (HF) / Hojere Handelseksamen (HHX) / Hojere Teknisk Eksamen (HTX) / Studentereksamen (STX) equivalent |
---|---|
Grade A | 10 |
Grade B | 7 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
- English: Hojere Forberedelseseksamen (HF) / Hojere Handelseksamen (HHX) / Hojere Teknisk Eksamen (HTX) / Studentereksamen (STX) - 7. If you have taken the Folkeskolens 10 Klasseprove then we will require IELTs.
- Mathematics:
Grade C | Hojere Forberedelseseksamen (HF) / Hojere Handelseksamen (HHX) / Hojere Teknisk Eksamen (HTX) / Studentereksamen (STX) - 02 Folkeskolens 10 Klasseprove - 7 |
---|---|
Grade B | Hojere Forberedelseseksamen (HF) / Hojere Handelseksamen (HHX) / Hojere Teknisk Eksamen (HTX) / Studentereksamen (STX) - 04 Folkeskolens 10 Klasseprove - 10 |
Grade A | Hojere Forberedelseseksamen (HF) / Hojere Handelseksamen (HHX) / Hojere Teknisk Eksamen (HTX) / Studentereksamen (STX) - 04 Folkeskolens 10 Klasseprove - 12 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept school leaving qualifications from Egypt.
If you are studying for Estonian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Estonia.
UK requirement (A-level) | Gümnaasiumi lõputunnistus (Secondary School Certificate) equivalent with the Riigieksamitunnistus |
---|---|
A*AA | 95% overall and scores of 5.0 in at least three individual subjects |
AAA | 90% overall and scores of 5.0 in at least three individual subjects |
AAB | 85% overall and scores of 4.5 in at least three individual subjects |
ABB | 80% overall and scores of 4.5 in at least three individual subjects |
BBB | 75% overall and scores of 4.0 in at least three individual subjects |
BBC | 70% overall and scores of 4.0 in at least three individual subjects |
BCC | 65% overall and scores of 4.0 in at least three individual subjects |
CCC | 60% overall and scores of 3.5 in at least three individual subjects |
CCD | 60% overall and scores of 3.5 in at least three individual subjects |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Gümnaasiumi lõputunnistus (Secondary School Certificate) equivalent |
---|---|
Grade A | 90% (state exam) or 5.0 (school exam) |
Grade B | 85% (state exam) or 4.5 (school exam) |
*If maths is required A-Level subject then the student must have studied "Extensive mathematics" (not Narrow Mathematics)*
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English
- IELTS Academic required.
Mathematics:
Grade C | Gümnaasiumi lõputunnistus - 3 |
---|---|
Grade B | Gümnaasiumi lõputunnistus - 4 |
Grade A | Gümnaasiumi lõputunnistus - 4 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Finnish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Finland.
UK requirement (A-level) | Ylioppilastutkinto/Studentexamen equivalent |
---|---|
A*AA | L E E M |
AAA | E E M M |
AAB | E M M M |
ABB | E M M M |
BBB | M M M M |
BBC | M M M C |
BCC | M M M C |
CCC | C C C C |
CCD | C C C B |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Ylioppilastutkinto/Studentexamen equivalent |
---|---|
Grade A | E |
Grade B | M |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English:
Ylioppilastukintotodistus / Studentexamensbetyg - M / 5
Mathematics:
Grade C | *Ylioppilastutkinto*/*Studentexamen*, A / 2 |
---|---|
Grade B | *Ylioppilastutkinto*/*Studentexamen*, B / 3 |
Grade A | *Ylioppilastutkinto*/*Studentexamen*, C / 4 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for French qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for France.
UK requirement (A-level) | Baccalauréat equivalent |
---|---|
AAA | 14 |
AAB | 13.5 |
ABB | 13 |
BBB | 12.5 |
BBC | 12 |
BCC | 11.5 |
CCC | 11 |
CCD | 10.5 |
UK requirement (A-level) | Option Internationale du Baccalauréat (OIB) / French International Baccalauréat (BFI) equivalent |
---|---|
AAA | 14 |
AAB | 13 |
ABB | 13 |
BBB | 12 |
BBC | 11.5 |
BCC | 11 |
CCC | 11 |
CCD | 10.5 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Baccalauréat equivalent |
---|---|
Grade A | 14 |
Grade B | 13 |
UK subject requirement (A-level) | Option Internationale du Baccalauréat (OIB) / French International Baccalauréat (BFI) equivalent |
---|---|
Grade A | Same as overall requirement |
Grade B | Same as overall requirement |
Where Mathematics is a required A-level subject, we expect you to study Spécialité Maths (Advanced Maths) in Terminale; however, where Mathematics is required as a second Science subject, we will accept Maths Complémentaires (General Maths) in Terminale. For Engineering courses that ask for Physics as a required subject, we will accept Engineering Sciences.
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and Mathematics.
English:
- Baccalauréat, English, 12.
- OIB, English, 10.
Mathematics:
GCSE C Grade equivalent | Baccalauréat, Mathematics 10 |
---|---|
GCSE B Grade equivalent | Baccalauréat, Mathematics 11 |
GCSE A Grade equivalent | Baccalauréat, Mathematics 11 |
Alternatively, where Mathematics is not studied as part of the Baccalauréat, we will accept Mathematics studies until the end of Seconde, where evidence can be provided of 10/20 in school assessments.
Some courses may require higher grades in English and Mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for German qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Germany.
UK requirement (A-level) | Abitur equivalent |
---|---|
AAA | 1.6 |
AAB | 1.8 |
ABB | 2.0 |
BBB | 2.2 |
BBC | 2.4 |
BCC | 2.6 |
CCC | 2.8 |
CCD | 3.0 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Abitur equivalent |
---|---|
Grade A | 13/15 |
Grade B | 12/15 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
GCSE C Grade equivalent | Abitur - 10 Realschulabschluss / Mittlere Reife / Mittlerer Schulabschluss / Erweiterter Realschulabschluss / Fachoberschulreife / Fachhochschulreife / Sekundarabschluss - 2 |
---|---|
GCSE B Grade equivalent | Abitur - 11 Realschulabschluss / Mittlere Reife / Mittlerer Schulabschluss / Erweiterter Realschulabschluss / Fachoberschulreife / Fachhochschulreife / Sekundarabschluss - 2 |
GCSE A Grade equivalent | Abitur - 11 Realschulabschluss / Mittlere Reife / Mittlerer Schulabschluss / Erweiterter Realschulabschluss / Fachoberschulreife / Fachhochschulreife / Sekundarabschluss - 1 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the Ghanaian Senior Secondary School Certificate.
If you are studying for Greek qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Greece.
UK requirement (A-level) | Apolytirion equivalent |
---|---|
A*AA | 19.5 and one A at A-level |
AAA | 19.5 |
AAB | 19 |
ABB | 18.5 |
BBB | 18 |
BBC | 17.5 |
BCC | 17 |
CCC | 16.5 |
CCD | 16 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Apolytirion equivalent |
---|---|
Grade A | 19 |
Grade B | 18 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent | Apolytirion or Lykeion, 14 in a mathematics-based subject |
---|---|
GCSE B Grade equivalent | Apolytirion or Lykeion, 15 in a mathematics-based subject |
GCSE A Grade equivalent | Apolytirion or Lykeion, 15 in a mathematics-based subject |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We welcome applicants with Pan-Hellenic qualifications, although these will not form part of any offer made.
If you are studying for a qualification in Hong Kong, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Hong Kong.
UK requirement (A-level) | Hong Kong Diploma of Secondary Education (HKDSE) equivalent | Associate Degree, Higher Certificate or Higher Diploma - 1st year entry | Associate Degree, Higher Certificate or Higher Diploma - 2nd year entry |
---|---|---|---|
AAA | 554 to include two electives | 3.1 overall | 3.3 overall |
AAB | 544 to include two electives | 3.0 overall | 3.2 overall |
ABB | 444 to include two electives | 2.9 overall | 3.1 overall |
BBB | 443 to include two electives | 2.8 overall | 3.0 overall |
BBC | 433 to include two electives | 2.7 overall | 3.0 overall |
BCC | 333 to include two electives | 2.6 overall | 3.0 overall |
CCC | 332 to include two electives | 2.5 overall | 3.0 overall |
Associate degrees
If you have an associate degree, you can apply for first or second year entry.
For 1st year entrants:
- You must meet the subject requirements, either through the secondary or post-secondary studies
For 2nd year entrants:
- You must have covered the modules and content included in the first year of the Surrey degree course (as assessed by the appropriate admissions tutor). Your secondary qualifications (e.g. HKDSE) will also be taken into account during your application.
We do not include Liberal Studies in our offers.
If you do not meet the entry requirements, you can apply to study for an International Foundation Year at our International Study Centre, which will prepare you for a full undergraduate degree course.
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Hong Kong Diploma of Secondary Education (HKDSE) equivalent |
---|---|
Grade A | 5 (elective) |
Grade B | 4 (elective) |
When A-level Maths is a required subject, the extended part of HKDSE Maths is required.
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Hong Kong Diploma of Secondary Education (HKDSE), English 4.
Mathematics: Hong Kong Diploma of Secondary Education (HKDSE), Mathematics 3.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for a Hungarian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Hungary.
UK requirement (A-level) | Érettségi/Matura equivalent |
---|---|
AAA | 5, 5 in two advanced level subjects and 5, 5, 5 in three intermediate level subjects |
AAB | 5, 5 in two advanced level subjects and 5, 5, 4 in three intermediate level subjects |
ABB | 5, 5 in two advanced level subjects and 5, 4, 4 in three intermediate level subjects |
BBB | 5, 5 in two advanced level subjects and 4, 4, 4 in three intermediate level subjects |
BBC | 5, 4 in two Advanced Level subjects and 5, 4, 4 in three Intermediate Level subjects |
BCC | 5, 4 in two Advanced Level subjects and 4, 4, 4 in three Intermediate Level subjects |
CCC | 4, 4 in two Advanced Level subjects and 4, 4, 4 in three Intermediate Level subjects |
CCD | 4, 4 in two Advanced Level subjects and 4, 4, 3 in three Intermediate Level subjects |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Érettségi/Matura equivalent |
---|---|
Grade A | 5 at Advanced level at 75% or above |
Grade B | 5 Advanced level at 70% or above |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent | Érettségi/Matura, pass (2). |
---|---|
GCSE B Grade equivalent | Érettségi/Matura, average (3). |
GCSE A Grade equivalent | Érettségi/Matura, average (3). |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for an Indian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for India.
UK requirement (A-level) to Standard XII equivalent:
A-levels | ICSE/CBSE/ISC boards | West Bengal board | Other boards |
---|---|---|---|
A*AA | 90% | 80% | 92% |
AAA | 85% | 75% | 90% |
AAB | 80% | 70% | 85% |
ABB | 75% | 65% | 80% |
BBB | 70% | 60% | 75% |
BBC | 65% | 55% | 70% |
BCC | 60% | 50% | 65% |
CCC | 55% | 45% | 60% |
Subject requirements
UK subject requirement (A-level) | ICSE/CBSE/ISC boards | West Bengal board | Other boards |
---|---|---|---|
Standard XII equivalent | |||
Grade A | 80% | 75% | 85% |
Grade B | 70% | 65% | 75% |
Grade C | 60% | 55% | 65% |
Grade D | 50% | 45% | 55% |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English:
- Higher Secondary Certificate (HSC) / Standard XII , English 70% from CBSE or ISC exam boards
- Higher Secondary Certificate (HSC) / Standard XII, English 80% from the majority of Indian state boards (excluding Haryana, Andhra Pradesh/Telangana/U.P./Bihar/Gujrat/Punjab).
Mathematics:
40% in either of the following All India Standard X qualifications:
- All India Secondary School Examination (Exam board = Central Board of Secondary Education)
- Indian Certificate of Secondary Education Examination (Exam board = Council for the Indian School Certificate Examinations, New Delhi)
Alternatively, 50% in Standard X from a state board.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept school leaving qualifications from Indonesia.
If you are studying for an Iranian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Iran.
UK requirement (A-level) | Peeshdaneshgahe (Pre-University Certificate) (up until 2019), National University Entrance Examination (Kunkur) |
---|---|
AAA - AAB | 16/20 overall |
ABB - BBB | 14/20 overall |
BBC | 13/20 overall |
BCC | 12/20 overall |
CCC | 11/20 overall |
Award of the High School Diploma (Theoretical Stream, post-2019) studied between 4-5 years, with an overall grade of 14*. The Technical and Vocational stream and Work and Knowledge stream will not be acceptable for direct entry.
*dependent on subject requirements
We do not accept school leaving qualifications from Iraq.
If you are studying for an Irish qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Ireland.
UK requirement (A-level) | Irish Leaving Certificate (Higher Level) equivalent |
---|---|
AAA | H2, H2, H2, H2, H2, H2 |
AAB | H2, H2, H2, H2, H3, H3 |
ABB | H2, H2, H2, H3, H3, H3 |
BBB | H2, H3, H3, H3, H3, H3 |
BBC | H3, H3, H3, H3, H3, H4 |
BCC | H3, H3, H3, H4, H4, H4 |
CCC | H3, H4, H4, H4, H4, H4 |
CCD | H4, H4, H4, H4, H5, H5 H4, H4, H4, H4, O1, O1 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Irish Leaving Certificate (Higher Level) equivalent |
---|---|
Grade A | H2 |
Grade B | H3 |
We will look at the QQI Level 5 Certificate on a case by case basis depending on module relevance to chosen degree programme. Please contact Admissions for more information.
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English and mathematics:
GCSE C Grade equivalent | Irish Leaving Certificate - O4 |
---|---|
GCSE B Grade equivalent | Irish Leaving Certificate - O3 |
GCSE A Grade equivalent | Irish Leaving Certificate - O3 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for an Italian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Italy.
UK requirement (A-level) | Diploma conseguito con l’Esame di Stato equivalent |
---|---|
A*AA | 96 |
AAA | 95 |
AAB | 90 |
ABB | 85 |
BBB | 80 |
BBC | 75 |
BCC | 70 |
CCC | 65 |
CCD | 60 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Individual subject mark |
---|---|
Grade A | 9/10 |
Grade B | 8/10 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent | Diploma di Esame di Stato, Pass (6) |
---|---|
GCSE B Grade equivalent | Diploma di Esame di Stato, Pass (6) |
GCSE A Grade equivalent | Diploma di Esame di Stato, Pass (7) |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the Upper Secondary School Certificate.
We do not accept school leaving qualifications from Jordan.
We do not accept school leaving qualifications from Kazakhstan.
Accepted qualifications
- Kenyan Certificate of Secondary Education (KCSE)
Accepted with the same requirements as UK GCSEs. - Cambridge Overseas Higher School Certificate (COHSC)
- East African Advanced Certificate of Education (EAACE)
- Kenya Advanced Certificate of Education (KACE)
Accepted with the same requirements as UK A-levels.
We do not accept school leaving qualifications from Kuwait.
If you are studying for a Latvian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Latvia.
UK requirement (A-level) | Atestāts par vispārējo vidējo izglītību equivalent |
---|---|
AAA | 9.5 overall with at least 80% in three state exams |
AAB | 9.0 overall with at least 80% in three state exams |
ABB | 8.5 with at least 80% in three state exams |
BBB | 8.0 – with at least 80% in one state exam and 75% in 2 state exams |
BBC | 7.5 - with at least 75% in three state exams |
BCC | 7.5 - with at least 75% in two state exams and 70% in one state exam |
CCC | 7.0 - with at least 75% in one state exams and 70% in two state exams |
CCD | 6.5 - with at least 70% in three state exams |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Atestāts par vispārējo vidējo izglītību equivalent |
---|---|
Grade A | 90% |
Grade B | 90% |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent | Atestāts par vispārējo vidējo izglītību - Pass (4) |
---|---|
GCSE B Grade equivalent | Atestāts par vispārējo vidējo izglītību - Pass (5) |
GCSE A Grade equivalent | Atestāts par vispārējo vidējo izglītību - Pass (6) |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the General Secondary Education Certificate.
If you are studying for a Lithuanian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Lithuania.
UK requirement (A-level) | Brandos Atestatas equivalent |
---|---|
A*AA | 9.5 – with at least 95% in three state exams, including relevant subjects |
AAA | 9.0 – with at least 90% in three state exams, including relevant subjects |
AAB | 9.0 – with at least 87% in three state exams, including relevant subjects |
ABB | 8.5 – with at least 85% in three state exams, including relevant subjects |
BBB | 8.0 – with at least 80% in three state exams, including relevant subjects |
BBC | 7.5 - with at least 75% in three state exams, including relevant subjects |
BCC | 7.0 - with at least 75% in three state exams, including relevant subjects |
CCC | 7.0 - with at least 70% in three state exams, including relevant subjects |
CCD | 6.5 with at least 70% in three state exams |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Brandos Atestatas equivalent |
---|---|
Grade A | 90% |
Grade B | 80% |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent | Brandos Atestatas, 6 |
---|---|
GCSE B Grade equivalent | Brandos Atestatas, 7 |
GCSE A Grade equivalent | Brandos Atestatas, 7 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for qualifications from Luxembourg, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Luxembourg.
UK requirement (A-level) | Diplôme de Fin d'Études Secondaires equivalent |
---|---|
A*AA | 51 |
AAA | 48 |
AAB | 46 |
ABB | 44 |
BBB | 42 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Diplôme de Fin d'Études Secondaires equivalent |
---|---|
Grade A | 48 |
Grade B | 39 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics: *Certificat de Fin d'études Moyennes*, Maths 40-47.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for a Malaysian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses.
Suitably qualified applicants can be considered for Year 2 entry. Please refer enquiries to international@surrey.ac.uk.
The table below shows grade equivalencies for Malaysia.
UK requirement (A-level) | Sijil Tinggi Persekolahan Malaysia (STPM) equivalent |
---|---|
A*AA | A, A-, A- |
AAA | A-, A-, A- |
AAB | A-, A-, B+ |
ABB | A-, B+, B+ |
BBB | B+, B+, B+ |
BBC | B-, B-, C+ |
BCC | B-, B-, C+ |
CCC | B-, C+, C+ |
UK requirement (A-level) | Matrikulasi equivalent | Diploma equivalent (considered on a case-by-case basis) |
---|---|---|
AAA | CGPA 3.4 | CGPA 3.20 |
AAB | CGPA 3.3 | CGPA 3.10 |
ABB | CGPA 3.2 | CGPA 3.00 |
BBB | CGPA 3.1 | CGPA 2.90 |
BBC | CGPA 3.0 | CGPA 2.90 |
BCC | CGPA 2.9 | CGPA 2.80 |
CCC | CGPA 2.8 | CGPA 2.70 |
UK requirement (A-level) | Unified Examination Certificate |
---|---|
AAB | B3 in five subjects (excluding Chinese and Malay) |
ABB | B3 in five subjects (excluding Chinese and Malay) |
BBB | B4 in five subjects (excluding Chinese and Malay) |
BBC | B4 in five subjects (excluding Chinese and Malay) |
BCC | B5 in five subjects (excluding Chinese and Malay) |
CCC | B5 in five subjects (excluding Chinese and Malay) |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Sijil Tinggi Persekolahan Malaysia (STPM) equivalent |
---|---|
Grade A | A- |
Grade B | B+ |
UK subject requirement (A-level) | Matrikulasi equivalent |
---|---|
Grade A | 3.67 |
Grade B | 3.33 |
UK subject requirement (A-level) | Unified Examination Certificate (UEC) |
---|---|
Grade A | A2 |
Grade B | B4 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Sijil Pelajaran Malaysia (SPM) English with CEFR grade B2 in all components OR Pre-2021, Sijil Pelajaran Malaysia (SPM), 1119 Advanced English C.
Mathematics: Sijil Pelajaran Malaysia (SPM), Mathematics C.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Maltese qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Malta.
UK requirement (A-level) | MEC Advanced | MEC Intermediate |
---|---|---|
AAA | AA | AAA |
AAB | AB | AAB |
ABB | AB | ABB |
BBB | BBB | BB |
BBC | BC | BBC |
BCC | BC | BCC |
CCC | CC | CCC |
CCD | CD | CCD |
Please note: you will need the Advanced and Intermediate, so for BBB in the UK A-levels we would ask for BB MEC Advanced and BBB MEC Intermediate.
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Advanced Matriculation Certificate equivalent |
---|---|
Grade A | A |
Grade B | B |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Secondary Education Certificate, English, 3
Mathematics:
Grade C/4 | Secondary Education Certificate, 5. |
---|---|
Grade B/5 | Secondary Education Certificate, 4. |
Grade A/7 | Secondary Education Certificate, 2 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We accept the following qualifications:
GCE O-levels
Accepted with the same requirements as UK GCSEs.Cambridge Overseas Higher School Certificate/GCE Advanced Level
Accepted with the same requirements as UK A-levels.
We do not accept the Diplomă de Bacalaureat from Moldova for year 1 entry. However, a foundation course or evidence of further study will be considered.
If you are studying for qualifications in the Netherlands, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for the Netherlands.
UK requirement (A-level) | Voorbereidend Wetenschappelijk Onderwijs (VWO) |
---|---|
AAA | 8 |
AAB | 7.8 |
ABB | 7.4 |
BBB | 7.2 |
BBC | 7 |
BCC | 6.8 |
CCC | 6.6 |
CCD | 6.4 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK requirement (A-level) | Voorbereidend Wetenschappelijk Onderwijs (VWO) |
---|---|
Grade A | 8.0 |
Grade B | 7.5 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: VWO/Hoger Algemeen Voortgezet Onderwijs (HAVO) diploma 8
Mathematics:
Grade C | VWO/Hoger Algemeen Voortgezet Onderwijs (HAVO) diploma 6 |
---|---|
Grade B | VWO/Hoger Algemeen Voortgezet Onderwijs (HAVO) diploma 6 |
Grade A | VWO/Hoger Algemeen Voortgezet Onderwijs (HAVO) diploma 6.5 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for New Zealand qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for New Zealand.
UK requirement (A-level) | Grade equivalence |
---|---|
AAA | NCEA Level 3 with Excellence endorsement |
AAB | NCEA Level 3 with Merit endorsement including 30 level 3 credits at Excellence |
ABB | NCEA Level 3 with Merit endorsement including 27 level 3 credits at Excellence |
BBB | NCEA Level 3 with Merit endorsement including 24 Level 3 credits at Excellence |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | National Certificate of Educational Achievement (NCEA), Level 3 equivalent |
---|---|
Grade A | 20 Level 3 credits in the required subject, with Excellence (E) in 15 credits. |
Grade B | 20 Level 3 credits in the required subject, with Excellence (E) in 12 credits. |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: National Certificate of Educational Achievement (NCEA), English, Achieved.
Mathematics: National Certificate of Educational Achievement (NCEA), Mathematics, Achieved.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the West African Senior School Certificate Examination (WASSCE) from Nigeria.
If you are studying for Norwegian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Norway.
UK requirement (A-level) | Vitnemal for Videregående Oppleaering (VVO) / Vitnemål fra den Videregående Skole equivalent |
---|---|
A*AA | VVO (with generell studiekompetanse) with 5.0 overall |
AAA | VVO (with generell studiekompetanse) with 4.5 overall |
AAB | VVO (with generell studiekompetanse) with 4.5 overall |
ABB | VVO (with generell studiekompetanse) with 4.0 overall |
BBB | VVO (with generell studiekompetanse) with 4.0 overall |
BBC | VVO (with generell studiekompetanse) with 3.5 overall |
BCC | VVO (with generell studiekompetanse) with 3.0 overall |
CCC | VVO (with generell studiekompetanse) with 2.5 overall |
CCD | VVO (with generell studiekompetanse) with 2.0 overall |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Vitnemal for Videregående Oppleaering (VVO) / Vitnemål fra den Videregående Skole equivalent |
---|---|
Grade A | 4.5 |
Grade B | 4.0 |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Vitnemal for Videregående Oppleaering (VVO) / Vitnemål fra den Videregående Skole, English 4.
Mathematics:
GCSE C Grade equivalent | Vitnemal for Videregående Oppleaering (VVO) /Vitnemål fra den Videregående Skole/ Vitnemal for Grunnskolen 2 (Pass) |
---|---|
GCSE B Grade equivalent | Vitnemal for Videregående Oppleaering (VVO) / Vitnemål fra den Videregående Skole/ Vitnemal for Grunnskolen 2.5 (Pass) |
GCSE A Grade equivalent | Vitnemal for Videregående Oppleaering (VVO) / Vitnemål fra den Videregående Skole/ Vitnemal for Grunnskolen 2.5 (Pass) |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept school leaving qualifications from Oman.
We consider a range of high school qualifications for entry onto our undergraduate courses.
We consider a range of high school qualifications for entry onto our undergraduate courses.
We consider a range of high school qualifications for entry onto our undergraduate courses.
Take a look at country-specific information for certain countries in the Middle East.
We consider a range of high school qualifications for entry onto our undergraduate courses.
If you are a student from Brazil then take a look at the country-specific entry requirements.
We consider a range of high school qualifications for entry onto our undergraduate courses.
Take a look at country-specific information for certain countries in South Asia.
We consider a range of high school qualifications for entry onto our undergraduate courses.
Take a look at country-specific information for certain countries in South East Asia.
We do not accept the Intermediate/Higher Secondary Certificate from Pakistan.
If you are studying for Polish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Poland.
UK requirement (A-level) | Świadectwo Dojrzałości equivalent |
---|---|
A*AA | 90 per cent in all written standard level subjects including three extended level subjects, each at 90 per cent. |
AAA | 90 per cent in all written standard level subjects including three extended level subjects, each at 85 per cent. |
AAB | 85 per cent in all written standard level subjects, including three extended level subjects, each at 80 per cent. |
ABB | 80 per cent in all written standard level subjects, including three extended level subjects, each at 75 per cent. |
BBB | 75 per cent in all written standard level subjects, including three extended level subjects, each at 70 per cent. |
BBC | 70 per cent in all written standard level subjects, including three extended level subjects, each at 65 per cent. |
BCC | 70 per cent in all written standard level subjects, including three extended level subjects, each at 60 per cent. |
CCC | 60 per cent in all written standard level subjects, including three extended level subjects, each at 60 per cent. |
CCD | 60 per cent in all written standard level subjects, including three extended level subjects, each at 55 per cent. |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Świadectwo Dojrzałości/Matura equivalent |
---|---|
Grade A | 80 per cent at extended level. |
Grade B | 70 per cent at extended level. |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
Grade C | *Świadectwo Dojrzałości*/*Matura*, 30% |
Grade B | *Świadectwo Dojrzałości /*Matura*, 30% |
Grade A | *Świadectwo Dojrzałości*/*Matura*, 40% |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Portuguese qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Portugal.
UK requirement (A-level) | Certificado de fim de Estudos Secundários / Diploma Nivel Secundaro de Educacao / Certificado Nivel Secundaro de Educacao / Diploma de Ensino Secundario / Certidao do Decimo Segundo Ano / Certificado de Habilitacoes do Ensino Secundario equivalent |
---|---|
AAA | 17< |
AAB | 16.5 |
ABB | 16 |
BBB | 15.5 |
BBC | 15 |
BCC | 14.5 |
CCC | 14 |
CCD | 13.5 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Certificado de fim de Estudos Secundários / Diploma Nivel Secundaro de Educacao / Certificado Nivel Secundaro de Educacao / Diploma de Ensino Secundario / Certidao do Decimo Segundo Ano / Certificado de Habilitacoes do Ensino Secundario equivalent |
---|---|
Grade A | 17 |
Grade B | 16 |
Where maths is a required subject at A-level, applicants will be required to achieve Certifcado de fim de Estudos Secundarios maths at 17 for A-level Grade A, 16 for Grade B and 15 for Grade C.
Minimum standard in English and mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: IELTS Academic required
Mathematics:
Grade C | *Certificado de fim de Estudos Secundários* 10 |
Grade B | *Certificado de fim de Estudos Secundários* 11 |
Grade A | *Certificado de fim de Estudos Secundários* 12 |
If maths does not appear in the final Certifcado de fim de Estudos Secundarios (or other named qualifications above) or if the above grades were not met, we can accept maths in the Y9 high school transcript at the following grades:
GCSE C | 3/5 |
GCSE B | 4/5 |
GCSE A | 5/5 |
We do not accept Qatar school leaving qualifications.
If you are studying for Romanian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Romania.
UK requirement (A-level) | Diplomă de Bacalaureat equivalent |
---|---|
A*AA | 9.3 overall |
AAA | 9.0 overall |
AAB | 8.5 overall |
ABB | 8.0 overall |
BBB | 8.0 overall |
BBC | 7.5 overall |
BCC | 6.0 overall |
CCC | 6.5 overall |
CCD | 6.0 overall |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Diplomă de Bacalaureat equivalent |
---|---|
Grade A | 9.0 |
Grade B | 8.0 |
Minimum standard in English and mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: IELTS Academic required
Mathematics:
Grade C |
|
Grade B |
|
Grade A |
|
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the Certificate of Secondary (Complete) General Education.
We do not accept the Tawjihiyah (General Secondary Education Certificate).
If you are studying for Singaporean qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Singapore.
UK requirement (A-level) | Singapore/Cambridge A-levels (H2) equivalent |
---|---|
AAA | AAB |
AAB | ABB |
ABB | BBB |
BBB | BBC |
BBC | BCC |
BCC | CCC |
CCC | CCD |
UK requirement (A-level) | Singapore Polytechnic Diploma equivalent |
---|---|
A*AA | GPA of 3.2 |
AAA | GPA of 3.1 |
AAB | GPA of 3.0 |
ABB | GPA of 2.9 |
BBB | GPA of 2.8 |
BBC | GPA of 2.7 |
BCC | GPA of 2.6 |
CCC | GPA of 2.5 |
Suitably qualified applicants can be considered for Year 2 entry. Please refer enquiries to international@surrey.ac.uk.
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Singapore/Cambridge A-levels (H2) equivalent |
---|---|
Grade A | A |
Grade B | B |
Minimum standard in English and Mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and Mathematics.
English: Singapore/Cambridge O-level English at grade C. The Singapore Integrated Programme satisfies the English requirement.
Mathematics: Singapore/Cambridge O-level mathematics at grade C. The Singapore Integrated Programme satisfies the mathematics requirement.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Slovakian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Slovakia.
UK requirement (A-level) | Maturitná skúška equivalent |
---|---|
A*AA | 1.0 |
AAA | 1.5 |
AAB | 1.5 |
ABB | 2.0 |
BBB | 2.0 |
BBC | 2.2 |
BCC | 2.4 |
CCC | 2.6 |
CCD | 2.8 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Maturitná skúška equivalent |
---|---|
Grade A | 1.5 |
Grade B | 2.0 |
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: IELTS Academic required
Mathematics:
GCSE C Grade equivalent | Maturitná skúška 4 (Dostatocny) |
GCSE B Grade equivalent | Maturitná skúška 3 (Dobry) |
GCSE A Grade equivalent | Maturitná skúška 3 (Dobry) |
Alternatively, where mathematics is not studied as part of the Maturitná skúška, we will accept mathematics in the Y11 or Y12 high school transcript at the same grades outlined above.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Slovenian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Slovenia.
UK requirement (A-level) | Matura Spricevalo equivalent |
---|---|
AAA | 25 points overall |
AAB | 24 points overall |
ABB | 23 points overall |
BBB | 22 points overall |
BBC | 21 points overall |
BCC | 20 points overall |
CCC | 19 points overall |
CCD | 18 points overall |
Subject requirements
For courses that have specific subject requirements at A-level.
Subjects that ask specifically for mathematics or require English A-Level (English Literature BA or English Literature with Creative Writing BA):
UK subject requirement (A-level) | Matura equivalent |
---|---|
Grade A | 7 at higher level |
Grade B | 6 at higher level |
For all other required subjects and where mathematics is a second science:
UK subject requirement (A-level) | Matura equivalent |
---|---|
Grade A | 5 at standard level |
Grade B | 4 at standard level |
Minimum standard in English and mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: IELTS Academic required
Mathematics:
Grade C | Matura Spricevalo 2.0 |
Grade B | Matura Spricevalo 2.0 |
Grade A | Matura Spricevalo 3.0 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for South African qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for South Africa.
UK requirement (A-level) | Senior Certificate (with matriculation endorsement) |
---|---|
AAA | 77666 |
AAB | 76666 |
ABB | 76666 |
BBB | 66666 |
BBC | 66655 |
BCC | 66555 |
CCC | 55555 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Senior Certificate (with matriculation endorsement) equivalent |
---|---|
Grade A | 7 |
Grade B | 6 |
Minimum standard in English and mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: Senior Certificate (with matriculation endorsement), English 5.
Mathematics: Senior Certificate (with matriculation endorsement), Mathematical Literacy 5 or Maths 4.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the High School Diploma.
If you are studying for Spanish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Spain.
UK requirement (A-level) | Título de Bachillerato equivalent |
---|---|
A*AA | 9.0 overall |
AAA | 8.5 overall |
AAB | 8.0 overall |
ABB | 7.8 overall |
BBB | 7.5 overall |
BBC | 7.3 overall |
BCC | 7.0 overall |
CCC | 6.5 overall |
CCD | 6.0 overall |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Título de Bachillerato equivalent |
---|---|
Grade A | 9.0 |
Grade B | 8.0 |
Minimum standard in English and mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: IELTS required
Mathematics:
GCSE C Grade equivalent | Graduado en Educacion Secundaria (GES) 5 / Titulo de Bachillerato 5 |
GCSE B Grade equivalent | Graduado en Educacion Secundaria (GES) 6 / Titulo de Bachillerato 5 |
GCSE A Grade equivalent | Graduado en Educacion Secundaria (GES) 7/ Titulo de Bachillerato 6 |
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Sri Lankan qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Sri Lanka:
UK requirement (A-level) | Sri Lankan General Certificate of Education (Advanced level) equivalent |
---|---|
A*AA | AAA |
AAA | AAA |
AAB | AAB |
ABB | ABB |
BBB | BBB |
BBC | BBC |
BCC | BCC |
CCC | CCC |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Sri Lankan General Certificate of Education (Advanced level) equivalent |
---|---|
Grade A | A |
Grade B | B |
Minimum standard in English and mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: Cambridge O-level, English at grade C
Mathematics: Cambridge/Sri Lankan O-level, mathematics at grade C
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Swedish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Sweden.
UK requirement (A-level) | Avgångsbetyg/Slutbetyg från Gymnasieskola/Högskoleförberedande examen equivalent |
---|---|
AAA | A grades in the majority of subjects (18.5 points) |
AAB | A and B grades in the majority of subjects (18 points) |
ABB | B grades in the majority of subjects (17.5 points) |
BBB | B grades in the majority of subjects (17 points) |
BBC | B grades in the majority of subjects (16.5 points) |
BCC | B and C grades in the majority of subjects (15.5 points) |
CCC | B and C grades in the majority of subjects (14.5 points) |
CCD | C grades in the majority of subjects (13.5 points) |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Avgångsbetyg / Slutbetyg från Gymnasieskola examen equivalent |
---|---|
Grade A | A |
Grade B | B |
Grade C | C |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
GCSE English:
Courses requiring GCSE English Language C (4) or B (5) - English 6 grade C or English 5 grade B in one of the following qualifications:
Avgångsbetyg
Slutbetyg från Gymnasieskola
Slutbetyg fran Grundskola
Courses requiring GCSE English Language Grade A / 7 – English 6 at Grade B in one of the following qualifications:
Avgångsbetyg
Slutbetyg från Gymnasieskola
Slutbetyg fran Grundskola
GCSE Mathematics
Courses requiring GCSE Mathematics Grade C (4) or B (5) – Maths at Grade E in one of the following qualifications:
Avgångsbetyg
Slutbetyg från Gymnasieskola
Slutbetyg fran Grundskola
Courses requiring GCSE Mathematics Grade A / 7 – Maths at Grade D in one of the following qualifications
Avgångsbetyg
Slutbetyg från Gymnasieskola
Slutbetyg fran Grundskola
If you are studying for Swiss qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Switzerland.
UK requirement (A-level) | French speaking - Certificat de Maturite / Certificat de Maturie Catonal reconnu par la Confederatio German speaking - Katonales Maturitatszeugnis / Maturitat Italian speaking - Attestato di Maturita / Attestato di Maturita Cantonale Riconosciuto dalla Confederzione |
---|---|
AAA | Any of the above Matura qualifications with 5.0 overall |
AAB | Any of the above Matura qualifications with 5.0 overall |
ABB | Any of the above Matura qualifications with 4.8 overall |
BBB | Any of the above Matura qualifications with 4.5 overall |
BBC | Any of the above Matura qualifications with 4.4 overall |
BCC | Any of the above Matura qualifications with 4.3 overall |
CCC | Any of the above Matura qualifications with 4.2 overall |
CCD | Any of the above Matura qualifications with 4.1 overall |
Subject equivalent
- Grade A: Matura 5.0
- Grade B: Matura 4.5
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and Mathematics.
English and Mathematics:
GCSE C Grade equivalent | Certificat de Maturité / Kantonales Maturitätszeugnis / Maturität - 4.0 |
GCSE B Grade equivalent | Certificat de Maturité / Kantonales Maturitätszeugnis / Maturität - 4.1 |
GCSE A Grade equivalent | Certificat de Maturité / Kantonales Maturitätszeugnis / Maturität - 4.2 |
For the minimum standard for GCSE Mathematics only we can also accept:
- GCSE C Grade equivalent Certificat de Culture Generale - 4.0
- GCSE B Grade equivalent Certificat de Culture Generale - 4.1
- GCSE A Grade equivalent Certificat de Culture Generale - 4.2
If you studied the Certificat de Culture Generale then we may need an IELTS or equivalent to meet our minimum standards for English Language.
We do not accept the Senior High School Leaving Certificate.
If you are studying for Tanzanian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Tanzania.
UK requirement (A-level) | Advanced Certificate of Secondary Education (ACSE) |
---|---|
AAA | AAA |
ABB | ABB |
BBB | BBB |
CCC | CCC |
Minimum standard in English and mathematics
- English Language: Certificate of Secondary Education (CSE) at grade C.
- Mathematics: Certificate of Secondary Education (CSE) at grade C.
We do not accept the Senior High School Leaving Certificate.
If you are studying for Turkish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Turkiye.
UK requirement (A-level) | Devlet Lise Diplomasi/Lise Bitirme Diplomasi equivalent |
---|---|
A*AA | 85% |
AAA | 80% |
AAB | 75% |
ABB | 70% |
BBB | 70% |
BBC | Lise Diplomasi with 65% in the final year |
BCC | Lise Diplomasi with 60% in the final year |
CCC | Lise Diplomasi with 55% in the final year |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Devlet Lise Diplomasi/Lise Bitirme Diplomasi equivalent |
---|---|
Grade A | 80% |
Grade B | 70% |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics: Lise Bitirme Diplomasi Mathematics, 3, or 55% in Grade 10 or above.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Ugandan qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Uganda.
UK requirement (A-level) | Advanced Certificate of Secondary Education (UACE) |
---|---|
AAA | AAA |
ABB | ABB |
BBB | BBB |
BBC | BBC |
CCC | CCC |
CCD | CCD |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Ugandan Advanced Certificate of Education (UACE) equivalent |
---|---|
Grade A | A |
Grade B | B |
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Uganda Certificate of Education (UCE), 6.
Mathematics: East African Certificate of Education (EACE), Mathematics 6, or, Uganda Certificate of Education (UCE), 6.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept Ukrainian school leaving qualifications.
We do not accept school leaving qualifications.
If you are studying for American qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. We are able to consider a combination of any three test scores at the appropriate level (e.g. 2 APs and 1 SAT Subject Test). Honours and College level class content can also be reviewed on case-by-case basis by our Admissions Team.
The table below shows grade equivalencies for the United States of America.
UK requirement (A-level) | Advanced Placement (AP) equivalent |
---|---|
A*AA | 555 |
AAA | 555 |
AAB | 554 |
ABB | 544 |
BBB | 444 |
BBC | 443 |
BCC | 433 |
CCC | 333 |
UK requirement (A-level) | SAT equivalent |
---|---|
A*AA | 1350 in SAT Reasoning (combined) and 700 in three SAT Subject Tests* (each) |
AAA | 1350 in SAT Reasoning (combined) and 700 in three SAT Subject Tests* (each) |
AAB | 1320 in SAT Reasoning (combined) and 700 in three SAT Subject Tests* (each) |
ABB | 1290 in SAT Reasoning (combined) and 650 in three SAT Subject Tests* (each) |
BBB | 1290 in the SAT Evidence-based Reading and Writing, and Mathematics Tests (combined) and 650 in three SAT Subject Tests* (each) |
BBC | 1290 in SAT Reasoning (combined) and 600 in three SAT Subject Tests* (each) |
BCC | 1290 in SAT Reasoning (combined) and 550 in three SAT Subject Tests* (each) |
CCC | 1290 in SAT Reasoning (combined) and 500 in three SAT Subject Tests* (each) |
*Please see the latest update from the College Board regarding SAT Subject Tests.
UK requirement (A-level) | American College Testing (ACT) equivalent |
---|---|
A*AA | 29 (from a single exam sitting) |
AAA | 29 (from a single exam sitting) |
AAB | 29 (from a single exam sitting) |
ABB | 28 (from a single exam sitting) |
BBB | 28 (from a single exam sitting) |
BBC | 28 (from a single exam sitting) |
BCC | 28 (from a single exam sitting) |
CCC | 27 (from a single exam sitting) |
UK requirement (A-level) | Associate degree equivalent |
---|---|
A*AA | 3.3 |
AAA | 3.3 |
AAB | 3.3 |
ABB | 3.2 |
BBB | 3.2 |
BBC | 3.2 |
BCC | 3.2 |
CCC | 3.1 |
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level) | Advanced Placement (AP) equivalent | SAT Subject Test |
---|---|---|
Grade A | 5 | 700 |
Grade B | 4 | 650 |
Minimum standard in English and Mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and Mathematics.
English: Grade 12 High School Diploma, English C.
Mathematics: Grade 12 High School Diploma, Mathematics C.
Alternatively, an overall SAT score of 1290/1600 (critical reading, writing and mathematics) with a minimum of 600 in each component.
Some courses may require higher grades in English and Mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the Upper Secondary School Graduation Diploma.
Please refer to the entry requirements for the country where your High School qualifications originate from, or the relevant UK qualifications on the course page. For information on entry requirements based on an International Foundation Year, please contact the admissions team with details about where you are taking your International Foundation Year, and the content you are studying.
We do not accept school leaving qualifications from Algeria.
We do not accept school leaving qualifications.
We do not accept the Zimbabwe General Certificate of Education at Ordinary level.
We do not accept school leaving qualifications from Morocco.
English language requirements
IELTS Academic: 6.5 overall with 6.0 in writing and 5.5 in each other element.
View the other English language qualifications that we accept.
If you do not currently meet the level required for your programme, we offer intensive pre-sessional English language courses, designed to take you to the level of English ability and skill required for your studies here.
International Foundation Year
If you are an international student and you don’t meet the entry requirements for this degree, we offer the International Foundation Year at the Surrey International Study Centre. Upon successful completion, you can progress to this degree course.
Selection process
Applicants may be invited to participate in an interview either on campus as part of an offer-holder day or via Teams. During your visit to the University you can find out more about the course and meet staff and students. Offers are normally made in terms of grades following a successful interview. Depending on qualifications and interview, Grade 5 theory may be included as a condition of the offer.
Recognition of prior learning
We recognise that many students enter their higher education course with valuable knowledge and skills developed through a range of professional, vocational and community contexts.
If this applies to you, the recognition of prior learning (RPL) process may allow you to join a course without the formal entry requirements or enter your course at a point appropriate to your previous learning and experience.
There are restrictions on RPL for some courses and fees may be payable for certain claims. Please see the code of practice for recognition of prior learning and prior credit: taught programmes (PDF) for further information.
Contextual offers
Did you know eligible students receive support through their application to Surrey, which could include a grade reduction on offer?
Fees
Explore UKCISA’s website for more information if you are unsure whether you are a UK or overseas student. View the list of fees for all undergraduate courses.
Payment schedule
- Students with Tuition Fee Loan: the Student Loans Company pay fees in line with their schedule.
- Students without a Tuition Fee Loan: pay their fees either in full at the beginning of the programme or in two instalments as follows:
- 50% payable 10 days after the invoice date (expected to be early October of each academic year)
- 50% in January of the same academic year.
The exact date(s) will be on invoices. Students on part-time programmes where fees are paid on a modular basis, cannot pay fees by instalment.
- Sponsored students: must provide us with valid sponsorship information that covers the period of study.
Professional training placement fees
If you are studying on a programme which contains a Professional Training placement year there will be a reduced fee for the academic year in which you undertake your placement. This is normally confirmed 12 to 18 months in advance, or once Government policy is determined.
Additional costs
It may sometimes be necessary for students taking instrumental or vocal lessons with tutors in the Department (as part of their performance modules) to incur some small travelling expenses to tutors’ homes. This is only the case with tutors for whom it is advantageous for their students and themselves to teach at home, for example in the case of drum kit and bass guitar tutors.
Scholarships and bursaries
We're committed to making sure that we offer support for students who might need it.
Our award-winning Professional Training placement scheme gives you the chance to spend a year in industry, either in the UK or abroad.
We have thousands of placement providers to choose from, most of which offer pay. So, become one of our many students who have had their lives and career choices transformed.
Music placements
The third year of our four-year music course is spent away from the University, working in a professional role for major arts and music organisations. Your designated senior Professional Training placement tutor will prepare you for the placement period and help you choose and organise an appropriate placement and host organisation.
Types of placement are varied and can take place anywhere in the country, although many are London-based. Recent students have worked in areas such as:
- Music management and administration
- Concert management
- Music education
- Marketing
- Social media and communications
- Music publishing
- Venue management
- Online and offline record labels
- Music retail.
Organisations and companies that have participated in the scheme include:
- English National Opera
- London Sinfonietta
- London Symphony Orchestra
- The Control Room Ltd
- Faber Music Publishers
- Signum Records
- Eagle Radio
- Manners McDade
- Music Nation, Hong Kong.
Applying for placements
Students are generally not placed by the University. But we offer support and guidance throughout the process, with access to a vacancy site of placement opportunities.
Find out more about the application process.
Discover, develop and dive in
Find out how students at Surrey developed their skills in industry by undertaking a placement year.
Discover, develop and dive in
Find out how students at Surrey developed their skills in industry by undertaking a placement year.
Study and work abroad
Studying at Surrey opens a world of opportunity. Take advantage of our study and work abroad partnerships, explore the world, and expand your skills for the graduate job market.
The opportunities abroad vary depending on the course, but options include study exchanges, work/research placements, summer programmes, and recent graduate internships. Financial support is available through various grants and bursaries, as well as Student Finance.
Perhaps you would like to volunteer in India or learn about Brazilian business and culture in São Paulo during your summer holidays? With 140+ opportunities in 36+ different countries worldwide, there is something for everyone.
Partner institutions
If you choose to study our three-year BMus Music course, you could spend one or two semesters abroad on study placements at institutions such as:
- Monash University, Australia
- Universidade da Sao Paulo, Brazil
- Victoria University of Wellington, New Zealand
- North Carolina State University, US
- University of Central Florida, US
- University of Cincinnati, US
- University of Maryland, US
- University of North Texas, US.
Through your experience overseas, you’ll gain a new cultural appreciation which will contribute to your success in your studies and your professional career.
Apply for your chosen course online through UCAS, with the following course and institution codes.